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AUTHOR Morgan, Robert L., Ed.; And OthersTITLE An Anthology of 15 Career Education Programs.INSTITUTION North Carolina State Univ., Raleigh. Center for
Occupational Education.SPONS AGENCY National Center for Educational Communication
(DHEW/OE), Washington, D.C.PUB DATE 73NOTE 315p.; Career Education, Volume 2
EDRS PRICE MF -$0.65 HC-$13.16DESCRIPTORS *Anthologies; *Career Education; Educational
Objectives; *Educational Programs; ProgramAdministration; *Program Descriptions; ProgramEvaluation
ABSTRACTThis publication contains information gained by sl.
visitations to 15 exemplary career education programs located inrural, urban, and suburban areas of the U.S. The programs wereselected because they were founded on firm philosophical bases, wouldbe functioning in the 1972-73 school year, and were characterized bya variety of budget patterns and sources of funds, student clientele,staffing patterns, and career education curriculum design andimplementation. -Included in the description for each of the 15programs is a discussion of: (1) the geographical area and school inwhich the program is located, (2) the goals and objectives of theprogram, (3) the educational program, (4) administration of theprogram, (5) resources javailable to the program, (6) interaction ofthe program with the community, and (7) results from any evaluationsof the program. Persons to contact regarding a visitatign are alsolisted for each of the programs. (SB)
FILMED FROM BEST AVAILABLE COPY
.01
Robed L Moron,kloiNolit Shook
J. K. Dane
WER FOR PA L EDUCATION
North Carolina 4tate University at Raleigh
U S DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF
EDUCATIONTHIS COCUMENT HAS BEEN REPROOuCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING ,T POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEOUCATION POSITION OR POLICY
AN ANTHOLOGY OF 15 CAREER EDUCATION PROGRAMS
Robert L. MorganMollie W. Shook
J. K. Dane
Editors
* * * * * * * * * * * * * * * * * * * * * * * * * * *
A joint publication of the Center for OccupationalEducation and the School of Education,
North Carolina State Universityat Raleigh
* * * * * * * * * * * * * * * * * * * * * * * * * * *
Career Education Volume 2
OFFICE OF PUBLICATIONSSCHOOL OF EDUCATION
and
CENTER FOR OCCUPATIONAL EDUCATIONNorth Carolina State University at Raleigh
1 9 7 3
PREFACE
PROGRAMS
TABLE OF CONTENTS
Pro
Anne Arundel CountyAnnapolis, Maryland
Ceres Unified School DistrictCeres, California
Cobb County School SystemMarietta, Georgia
Helena School DistrictHelena, Montana
Holyoke School District Re -1JHolyoke, Colorado
Kershaw County School DistrictCamden, South Carolina
Knox County SchoolsKnoxville, Tennessee
Lawrence Unified School District#497Lawrence, Kansas
ii
Team
Page
iv
1
Kenneth B. Hoyt 1
Charles M. LawCharles F. Nichols, Sr.Robert L. Morgan
William G. Loomis 21
Archie HolmesRichard MacerMollie W. Shook
Gordon I. Swanson 45B. E.,ChildersNelson Jack EdwardsMollie W. Shook
Eldon E. Ruff 65Robert M. IsenbergVerne LawsRobert L. Morgan
EldOn E. Ruff 87
Verne LawsBlanche NechanickyMollie W. Shook
Samuel Osipow 104
Robert BalthaserMary ReshAllen B. Moore
Gordon I. Swanson 129
B. E. ChildersMollie W. Shook
B. E. Childers 148
James LiphamBlanche NechanickyMollie W. Shook
program
Lebanon_Schaol DistrictLebanon, Oregon
Mid-Hudson Career EducationDevelopment and InformationCenterPleasant Valley, New York
New Albany School DistrictNew Albany, Mississippi
Pontiac School DistrictPontiac, Michigan
Renton School District #403Renton, Washington
Springfield Public SchoolsSpringfield, Orc,on
Toledo Public SchoolsToledo, Ohio
iii
Team
Arthur M. LeeB. J. StampsSteve StocksAllen B. Moore
Page
172
Lillian Buckingham 188Cecil H. Johnson, Jr.Phillip E. PowellMollie W. Shook
Gordon I. Swanson 209B. E. ChildersJoseph R. ClaryMollie W. Shook
Cas Heilman 224June V. GilliardDonald HoganAllen B. Moore
Arthur M. Lee 246Steve StocksAllen B. Moore
Arthur M. LeeB. J. StampsSteve StocksAllen B. Moore
265
Lillian Buckingham 287Cecil H. Johnson, Jr.Phillip E. PowellMollie W. Shook
I
El;
t
PREFACE
In determining the nature of exemplary programs in career educa-
tion it is difficult to apply the same rationale an educator would use
to determine the nature of programs for the disadvantaged designed around
a definition, a set of standards,and with definite parameters, all of
which career education lacks at this time.
Career education as a total_program is new, dynamic and growing.
The Center for Occupational Education, North Carolina State University,
visited 41 programs as a result of the National Center for Education
Communication, U. S. Office of Education's grant to "identify, document
and spread" information about career education. All of these programs
were new, dynamic and growing; none was fully developed. In many
instances evaluation schemes did not exist or were just being designed.
Hard data available from programs with existing evaluation scheme was
the result of studies conducted on programs of short duration, i.e.,
twelve to eighteen months.
Fifteen of the 41 programs visited were chosen for dissemination
in an exemplary manner. The fifteen programs were NOT chosen as exem-
plary based on the results of formal evaluations conducted either by
their local education agencies or third parties. They were selected
because the career education programs were founded on firm philosophical
bases; they will be functioning in the 1972-73 school yearvand the pro-
grams are situated in total education agencies which are characterized
by a variety of budget patterns and sources of funds, student clientele,
iv
J
staffing patterns, and career education curriculum design and implemen-
tation.
Also, these programs are located in local education agencies
which are rural, urban, and suburban in nature; they are distributed
geographically and demographically among the 50 states; they represent
student and community populations of black, white, and Mexican-American;
they are accessible to airports and served by major highway systems;
and they welcome visitations--on a planned schedule--from individuals
interested in either implementing or expanding career education programs.
Therefore a superintendent of a local education agency looking
for programs in career education to study, visit, and from which to
learn, may find among-these 15 programs one similar to what is being'
considered for that particular system and a school system similar to the
one for which he is responsible.
Special thanks go to Mrs. Olive Maynard, Center for Occupational
Educatiorb and Mrs. Elaine Hill, Office of Publications, for their dili-
gent efforts on this publication.
v
ANNE ARUNDEL COUNTYAnnapolis, Maryland
Documentation of Career Education Program
Site Team
Kenneth B. Hoyt, LeaderCharles M. Law
Charles F. Nichols, Sr.Robert L. Morgan
INTRODUCTION
J
Anne Arundel County is located in the heart of the tideland trian-
gle between Baltimore, Maryland, and Washington, D. C. Lying on the
Chesapeake Bay, Anne Arundel County extends along 431 miles of tidewater
coastline. The inland area includes softly rolling hills and a coastal
network of streams and rivers. Anne Arundel's proximity to Washington
and Baltimore has given the county a sophisticated suburban atmosphere.
The county's population increased in the decade of the sixties by
44 percent and its economy is also healthy and growing. The average
family income in the county*is higher than the national average. Further-
more, job availability as well as variety abounds due to industrializa-
tion, trade and the proximity to Washington and Baltimore. Education is
extremely importaut to the residents of the county with 61 percent (58'.5
million dollars) of the public dollars being funneled into education.
There are nineteen secondary schools and eighty elementary schools serving
77,000 studenti. The school system employs 3,600 teachers.
The career education program in Anne Arun el County is presently
located in six schools in the northern section of the county--Park Ele-
mentary, Bell Grove Elementary, Brooklyn Park Elementary, Pumphrey Elemen-
tary, Brooklyn Park Junior-Senior High, and Corkren Junior High. Some
elements of the program have also been incorporated into other county
schools.
One reason for the initiation of the Career Education Program is
that educators and parents were raising some interesting questions.
2
Why is it that our colleges each year receive thousands ofstudents who have little desire to go to college and leave beforethe end of the first year?
Why does the unemployment rate continue to stand at an un-acceptable level and includes ':lore and more of our "educated"people?
What happens to those students who drop out of school with noskill or job training?
Why are so many high school graduates searching for a jobrather than a career?
Why do people who contend that schools are already meeting theneeds of most students fear to walk the streets at night and com-plain about all those people on welfare?
In an attempt to deal with some of these questions, Dr. Edward J.
Anderson recommended in the fall of 1969 the fOrmation of a task force
to develop a K-12 curricula for career development. This task force
had several major assignments in the production of career development
curriculum. First, there was the task force to conduct an orientation
research period, then they wrote the conceptual schemes, followed by the
behavioral objectives. An assessment was made of the existing career
development curricula, identifying available instructional materials and
programs at the same time. From this base, they developed learning pack-.
ages for existing curricular gaps and suggested procedures for field
evaluation and inservice education. They were quite concerned that
career development was inseparable from education in general and it was
the responsibility of the school to develop a positive attitude in all stu-
dents towards work and to foster the idea that all work is honorable.
In observing the program and talking with the people in Anne Arundel
County, it was noticed that in addition to the formal gathering of infor-
mation about career development, there was at the same time an administra-
tive display toward an esprit de corps attitude for career development
throughout the system. This was further fostered by Dr. Anderson and his
3
immediate team by selection of key people to take over important parts of
the development of a career education program in Anne Arundel County_
The team was impressed visibly by the amount of concern the people demon-
strated in the area for the career education concept as it was initiated
throughout the various administrative disciplines in Anne Arundel County.
GOALS AND OBJECTIVES
The stated philosophy of the Anne Arundel County school system is:
It is our belief career development education should be insep-arable from education in general and therefore all education shouldbe eirected toward preparing each student to take his place insociety. Career development asks educators to examine their goalsin terms of its contribution toward preparing students for a success-ful and rewarding life, and to this end to incorporate career de-velopment objectives into their programs in a relevant manner and ina logical sequence.
In the elementary years the emphasis should be instituting atti-
tudes toward and an introduction to the world of work. In the middle
years this would include a further exploration of the world of work and
a continuing emphasis on attitudes and values. In the final years there
would continue to be an opportunity for specific-skill development and
work experience.
The program's goals are clearly delineated:
1. To provide programs which will equip students with an occupa-tional skill for job entry, if they so desire, when they com-plete their thirteen years of schooling.
2. To prepare students for our changing technological society bydeveloping intellectual skills and the ability to analyze aproblem and make decisions so that they will be able to adaptto changes in their lives and in their occupations.
3. To develop in students the proper attitudes and behaviors whichwill enable them to obtain and hold a job and succeed in careeradvancement.
The general strategies for obtaining these goals have also been
defined:
1. Provision of relevant programs at all levels which are.action-oriented so that work activities may serve as a vehicle foracademic learning.
5
2. Flexibility that does not hold students to rigid requirementsthat track them into confining programs.
3. Opportunities to enter all subject areas except areas whichhave a prerequisite of sequential subject development.
4. Opportunities for actual work experience in cooperative voca-tional programs.
5. Provision of the basis for continual learning as well as skillsthat are transferable among a variety of jobs.
6. Provision of an exploratory vocat trience in a particu-lar occupation or family of occur 3.
7. Offering of instruction in all disciplines relating to careerdevelopment education on a K-12 basis to permit a continuousprogress of learning.
8. Provision of guidance K-12 so that students can identify theirabilities and interests and apply this knowledge to theirchoice of educational and vocational opportunities.
9. .Provision of means for continuous evaluation at all levels.
This program was conceptualized as involving five major areas of
concern. These include (a) Economics, (b) Self, (c) Society, (d) Tech-
nology, and (e) Careers. The five basic conceptual statements that were
adapted to reflect these concerns were:
SELF - Self-understanding is vital to career decision and workperformance
SOCIETY - Society reflects the creative force of workTECHNOLOGY - Man r.ru.: technology are continually interacting in
his workECONOMICS - Man's livelihood depends upon the production, dis-
tribution, and consumption of goods and servicesCAREER - Career education prepares man for the world of work
Following formulation of these five conceptual statements, a num-
ber of subconcepts were written for each. A total of 39 such subcon-
cepts were identified. Each subconcept was seen as essential to be
covered at each of four levels--K-2, 3-5, 6-8, and 9-12. For each level,
one or more behavioral objectives were developed for each of the 39 sub-
concepts. A toted of 187 such behavioral objectives were formulatA.
6
Finally, in building this conceptual framework, a number of spe-
cific activities for each of the academic disciplines to be taught were
formulated for each behavioral objective at each of the four levels.
These specific activities were conceptualized as forming the numbers for
:.C. g packages" to be developed by teachers for attaining a particu-
lar behavioral objective related to a particular subconcept at a particu-
lar grade level.
The 39 sutconcepts are intended to be conveyed to students at each
of the four grade levels by means of the suggested activities built for
the particular behavioral objectives picked for a given subconcept at a
given grade level. The basic and specific goals and objectives are con-
tained in separate publications prepared for each of the four grade levels.
These publications have been prepared and printed by the Anne Arundel
County Schools.
7
EDUCATIONAL PROGRAM
The intellectual base of the Anne Arundel County Career Education
Program rests on an assumption that career development education is in-
separable from education in general. Thus, they see all teachers as
having responsibility for helping each student develop a positive attitude
towards work and to regard all work as honorable. Additionally, while
they view the elementary school years as devoted to career awareness and
the junior high years to career exploration, they consider it essential
that every student leaving the secondary school should be prepared either
for a job or for further education on career preparation. Finally, they
emphasize the importance of guidance and counseling throughout all grade
levels in order to assure freedom of choice and to promote wisdom in the
decision-making process.
The career development program is being implemented at each grade
level in a gradual fashion, one school at a time, under a master plan
that calls for complete implementation by 1974. The implementation strat-
egy has been built into this project from its beginning in 1970. At that
time, a total of 19 Anne Arundel educators from all grade levels were
chosen as task force members. These educators were chosen, in large part,
on the basis of being outstandingly successful practitioners highly re-
spected by other educators in the county.
By spending one full year in task force assignments, each member
developed a high degree of expertise and a high level of commitment to
the goals and objectives of career development. Twelve pf the 19 have
now returned to their former schools where they serve as a motivational
8
and demonstration source for implementaticn of career education. Six of
these teachers, from the K-6 level, have been released from their normal
teaching duties during the 1971-72 school year and are working as resource
teachers for career development. Each represents a different academic
discipline and, while housed primarily in one school, is available, on
quest, to help teachers in other schools needing assistance in his aca-
demic area.
Currently, one senior high school, one junior high school, and
four elementary schools located in the industrially oriented northern part
of the county are cooperating in this implementation effort.
The six resource teachers, with a coordinator, were appointed as
the implementation team in June, 1971. This team spent the summer par-
ticipating in a workshop on evaluation strategies, in ordering materials,
and in conducting orientation workshops for teachers from participating
schools who volunteered to attend.
The primary method being used is the "learning package." The learn-
ing package comes in a variety of forms. Some are intended for teacher
use only, some for student use only, and some for both teacher and student
use. Each is built around a specific behavioral objective related to one
of the 39 subconcepts at one of the four grade levels. Included in the
learning package is a statement of goals and objectives, needed resource
materials, and suggested activities. Some such learning packages were
built by the task force during the 1970-71 school year and taken-to par-
ticipating schools for implementation and demonsttation. IndiVidual
teachers in each participating school are being encouraged to build, field
test, refine, and use their own learning packages. When a particular
9
learning package has been evaluated through field testing and judged to
have significant value, it is put in printed form and made available to
all interested teachers for use. All learning packages are built around
an activity-centered approach to classroom instruction.
Several innovative methods and activities are being used, at the
elementary level, to supplement the learning package approach. -One of
these is the Career Technology program. Here, using a mobile unit that
can be shifted from room to room, students are given access to basic
mechanical and construction tools--hammers, saws, drills, etc.--that they
can use to build projects related to their learning packages and to be
introduced, through "hands-on" activities, to the basic tools of tech-
nology and the technological process itself. A second innovative prcgram
is found in the touch typewriting activity for 5th graders who are learn-
ing to type using commercially purchased files loops. A third innovative
program in the senior high school consists of the computer-based guidance
program of Interactive Learning System, Inc., in which students are given
"on-line" interaction time with the computer. The ILS system operates on
a fixed cost contract, rather than the usual unit-time charge system.
Great attention is paid to projects of a multi-disciplinary nature
in which teachers from a variety of academic disciplines each encourage
student activity related to a single project. One such example saw several
"companies" formed, "stocks" bought and sold, art projects aimed at mer-
chandizing, English themes written, and industrial art production lines
operating in a completely integrated fashion.
Whether or not a multi-disciplinary emphasis is present, it i.
clear that classroom teachers are viewing the career implications of the
10
li
substantive content they seek to help students learn as a motivational
device for learning the substantive content itself. The learning pack-
ages,while including behavioral objectives for career development, are
primarily concerned with substantive content from specific academic dis-
ciplines.
A separate evaluation staff has been employed by Anne Arundel County
to perform a continuing series of evaluative activities within the frame-
work of a master plan for evaluation.
Guidance and Counseling
There is a strong counseling and guidance program in Anne Arundel
County with counselors at the elementary, junior high, and senior high
level. The relative importance of the guidance fur.ction is seen in the
fact that two elementary counselors and one secondary school counselor
were members of the original 19-member task force on career development.
Job placement in Anne Arundel County 's seen as a joint responsi-
bility between counselors and work-study coordinators in all the county
secondary schools alorig with special vocational counselors employed at
the vocational-technical education centers. A comprehensive listing of
employers is maintained on a continuing basis.
Work-study programs operate in all comprehensive secondary schools
in the county. Two special kinds of work-study programs were initiated
during the 1971-72 school year. One is Project HOP (Health Occupations
Programs) in which forty 11th -grade students are spending half days in
one of a number of local hospitals where they are being systematically in-
troduced to a number of hospital occupations next year these students
will be in a regular work-study program as 12th graders.
11
The second new work-study program is Project COP (Cooperative
Occupations Program) designed for students in grades 10, 11, and 12 in-
terested in work-study opportunities built on an individualized basis
rather than as part of one of the standard work-study programs. The
standard work-study programs operate at the 12th-grade level.
Specific'vocatiopt6 technical education facilities exist, to a
limited extent, in the comprehensive secondary schools and in two area
vocational technical education centers that exist in the county. A new
vocational technical education center is planned which, if funded, will
more than double the availability of specific vocational-technical skill
training for senior high school students--grades 10, 11, and 12--as well
as for adults in the county.
It is difficult to say how much staff time is being allocated to
career education. Nineteen staff members were released full time for one
year to develop the conceptual scheme for career development with seven
of these continuing to be released during the 1971-72 school year. Con-
siderable teacher time is being expended on building, field testing, and
using the career development learning packages.
-U
ADMINISTRATION
e policies observed demonstrating a commitment by the Anne Arundel
County ion were the most explicit of all, and that is finan-
cial and adMinistrative commitment to the program. In discussing with
Dr. Anderson and various members of his staff the future plans as seen by
the Board of Education, the policy that seemed most important was the
Board of Education's commitment to building career education areas into
the new school building construction that is planned in the Anne Arundel
County schools. In addition, the' superintendent and his team were given the
discretion of making physical changes in their building plans to accommo-
date programs that addressed themselves to career education methods.
The policy that the board adopted of using the task force procedure
to give direction to the career education program was most unique.
Those professionals appointed to the task force by the superintendent's
administtative team were relieved of their teaching assignments and given
a school year block of time to develop the rationale for career education,
establish the goals,and suggest the strategies that would be used to meet
these goals. Administrative support was assured by assigning one new per-
son to the team, Dr. Tronsue.
The career education program is managed through the chart shown.
Specific implementation responsibilities have been assigned to a career
coordinator at the present time. He presently reports to the assistant
superintendent in charge of instruction as well as the director of secon-
dary education and the director of elementary education. This entire oper-
ation will be turned over to the director of vocational education in 1973.
13
CAREER COORDINATOR
1971-72
DIRECTOR
SECONDARY
ASST. SUPT.
INSTRUCTION
oww
o
SUPERINTENDENT
RESEARCH
ASST. SUPT.
STAFF DEVELOPMERI
PR NCIPA
S
GEN. SUPERVISO
SPECIALIST
DIRECTOR
WORK
STUDY
VOCATIONAL EDUCATION
DIRECTOR
'ELEMENTARY
I
PRINCIPALS
CARER
TASK
FORCE
CARER
COORDINATOR
19 73
SUPERVISOR
SUPERVISOR
SUPERVISOR
HOME EC.
'I
4, I
BE
--
DE
The entire administrative responsibility in Anne Arundel County
is set up on a building block program, first developmental with the task
force, and then administratively to the career coozdinator whose respon-
sibility will ultimately be to the director of vocational education:
The county set up some short- and long-range goals for career edu-
cation. By 1975 they plan on having career education county-wide covering
all of the schools in Anne Arundel County. At the end of 1978, they plan
to have the evaluation of the entire program completed and, presumably,
ready to submit for further study to the Board of Education and the super-
intendent for any necessary changes that they might have seen as they
gained more information about the potential of career education programs
in their educational system. Their evaluation to date consists of pre-
tests given in September of 1971.
There are plans for projected evaluation at this tims, but the
money has been allocated to do this in the future as they move into the
plans for 1975 and 1979. The control groups for this have been established
at the 5th, 6th, and 8th grade levels. There are no control groups in the
K-4 group at this time and nothing operational for the 7th grade group
which they have maintained in a sort of state of flux. The determination
of what will happen with the 7th grade will be made in either 1975 or 1978,
whichever is the most appropriate.
15
PROGRAM RESOURCES
The local administrative unit kids provided a substantial commit-
ment of personnel resources to the program. The elementary program offers
counseling (vocational and personal) and the use of an implementation task
force of six teachers who work w sit the schools. Available to aid junior
and senior high school students in career education are a work-study pro-
gram coordinator, counselors (vocational and personal) a distributive edu-
cation Coordinator, a diversified occupations coordinator, and a coopera-
tive health careers coordinator. In addition., a task force of teachers
representing many disciplines were released from their teaching for one
year to see the program through the first implementation phase.
Inservice Training
Prior to the first year of implementation, approximately 807. of
the teachers in the pilot schools took part in a one-week summer work-
shop. In addition to this, three to four "inservice days" were held
during the school year. At the secondary level, teachers periodically
spent half-days involved in additional training, while a three-day tech-
nology session was conducted during the school year for elementary school
teachers.
Physical Resources
A career education resource center was installed at the high school
to provide space for offices,. storage and production of materials,while
the mobile technology centers at the elementary school level provide
16
students with basic tools that were previously unavailable to them. Aside
from these new resources, the program has been able to progress using the
existing physical resources.
Community Resources
The Health Occupations Program and the Cooperative Occupations Pro-
gram have allowed students greater utilization of community resources
than existed prior to the pilot program. The traditional work-study pro-
grams continued to operate in the secondary school with many employers
offering full-time jobs after graduation to students who worked on a part-
time basis for them during the school year.
Resource people have come into the schools to expand the students'
awareness of the world of work, and parents have served as both resource
people and aides. The lay advisory groups in varous areas of business
and industry have provided valuable assistance to the program. The P.T.A.
has shown a highly favorable response to the program, emphasizing their
commitment by contributing money to help pay for the mobile technology
centers.
Financial Plans
The year-to-year funding procedure makes it difficult to speculate
about long-term financial support. The program has received additional
funds for expansion during the 1972-73 school year, and all indications.
point to a strong financial commitment.
17
PROGRAM-COMMUNITY INTERACTION
Prior to the implementation of the program, a survey was taken of
the job opportunities in the area. A listing of potential employers is
updated on a continuing basis and made available to students.
Potential employers may test and interview students in the schools;
through an annual career night,students and future employers come face to
face.
Newspaper coverage of the program has been adequate,with the news-
papers being quite cooperative with members of the program staff. The lay
advisory groups also serve to keep open the channels of communication
between the school and the community.
18
t
EVALUATION
A third-party product evaluation has.been conducted. Data has
been gathered on the number of programs, schools, grades, teachers and
students in the Elementary Component and the Work Oriented Component.
In the latter component, it was observed that the program has had a bene-
ficial effect upon the participating students' school attendance and
achievement in English, math, social studies and science. Plans for a
formative process evaluation have also been made. The plan for the
evaluation stated that an evaluation committee would visit each project
school and discuss their responses to an evaluation form completed at a
time prior to the visit.
19I.
Contact person:
CONTACT PERSON AND VISITATION TIMES
Mrs. Eva Pumphrey, DirectorAnne Arundel CountyBoard of EducationBox 951Annapolis, Maryland 21404(301) 268-7511
Visitation times: Please contact Mrs. Pumphreyat least two weeks in advance
20
1
CERES UNIFIED SCHOOL DISTRICTCeres, California
Documentation of Career Education Program
Site Team
William G. Loomis, LeaderArchie HolmesRichard Macer
Mollie W. Shook
21
J
INTRODUCTION
The Ceres Unified School District is located in Stanislaus County,
in the San Joaquin Valley, California. The district enrolls approximately
4,300 students drawn from a rural town-community of about 20,000 persons.
The district is composed of one senior high school (9-12), a continuation
high school (9,12 ungraded), one junior high school (7-8), five elemen-
tary schools (K-6), and a school for the deaf and hard of hearing.
The concept of a career education program originated in 1969 when
the Board of Trustees of the district authorized the development of a
statement of educational philosophywhich was created by the community at
large. This statement indicated a need to make education more relevant
to the district's population. The development of a plan to meet these
needs was outlined in detail in 1970.
Within the next three-year period, it is the aim of the district
to provide an operational model for career education. It is designed as
a complete K-14 planned effort, not merely a collection of fragmented
components or activities superimposed upon the existing educational struc-
ture. Formal action by the school board and district personnel commits
this school system to a complete restructuring of the educational program
to assure success of the project. The outcomes of such efforts are
designed to provide each student, upon leaving the school system, a
salable skill, and/or a readiness to enter college or advanced training.
Included are provisions for increasing educational and career opportuni-
ties for each student, as well as basing the student's time in school
more upon performance rather than the usual required hours of attendance.
22
Although the educational program at Ceres is not yet underway,
Ceres was chosen for inclusion in this series of reports on exemplary pro-
grams of Career Education because of the exemplary nature of the planning
which went into the program's development. Ceres offers to other school
systems in the nation an example of the type of planning which is most
likely to result in a successful project. The planning included data
collection from various sources, faculty self-assessment, and the explora-
tion of alternative strategies. Involved in the planning were people from
within the school system, outside consultants, and representatives from a
broad spectrum of the local community. The planning process itself took
several years for completion beginning in 1969 and culminating in early
1972 with the submission of a proposal for funding to the U. S. Office
of Education. The project has subsequently been funded and will begin
operation during 1972.
23
GOALS AND OBJECTIVES
The new school program, according to district personnel, will
reflect, in each new or traditional school activity or purpose, an orien-
tation toward occupational awareness, Each school function will be so
structured as to define and develop attitudes and self-concept, and pro-
vide both the general background and eventually the specific information
directly related t3 the developing career projection plan of each stu-
dent. The problem to be solved is the inadequate preparation of the
student for the every-day work world in which he will take a role. This
program is designed ro meet that problem with a comprehensive school
experience which is both motivated by and directed toward the require-
ments of that role.
The district, in written statements, ha, made a strong commitment
to provide equality of educational opportunity, especially as it relates
to career education. Evidence is presented to confirm'this commitrjent in
the comprehensive needs assessment which has been in process in the dis-
trict during the last three to five years, and in turn is reflected in
the present career education project which will maximize the use of local
funds as well as outside resources available for this purpose. The
diagnostic/prescriptive approach being used in the schools of the district
to improve math and reading skills and the proven worth of the modular
scheduling program at the high school--which includes provisions for
individualized instruction, choice of learning activities, large and
small class size, team teaching, and emphasis on counseling--offer other
24
J
evidence of the commitment and experience of the district in providing
for equality and equal opportunity.
This project is scheduled to begin as a major effort in August,
1972. It has not, therefore, been practical to provide for significant
reviews and reassessment of the mission, goals, and objectives which have
been developed and refined since 1969. However, provisions have been made
in the program for continuous internal and periodic external evaluations as
the project progresses over a three-year period. In the meantime, the
administration reports that each school in the district is continuously
involved in measuring its own mission, goals, and objectives--and to the
extent feasible, aligning such efforts with the proposed educational pro-
grams.
The objectives of the educatidnal program at each grade level in-
clude both process objectives, which refer to programmatic changes, and
product objectives, which refer to changes in behavior of the personnel
in the total school system. The objectives by grade level will not be
described here, however, the overall goals and objectives of the proj-
ect have been identified as follows:
Goals of the Project
a. Restructure existing curriculum to provide individualizedlearning motivation for each K-14 student through the directrelation of presented material to emerging occupationalinterest.
b. Develop and maintain from K through 14 student attitudes to-ward work which will contribute positively toward studenteffort and achievement while in school and provide a specificgoal for each student as'a rationale for completion of theeducational program.
c. Provide students with a comprehensive background of occupa-tional information and interest to establish the broadest
25
possible base of occupational selection in an uncertain workmarket.
d. Improve and expand existing occupational information and guid-ance services to provide an immediate access to such servicesby staff and student at the time when interest and educationalactivity coincide and mutually reinforce each other.
e. Establish a comprehensive, articulated curriculum from K-14that builds from attitude to general interest, to specific in-terest, to on-the-job experience and training, to placement inthe student's chosen occupation upon graduation from the 12thor 14th grade, or before if the student's situation warrants.
f. Involve the community in every phase of program planning,development and implementation, with particular emphasis onlocal people as work information resources. Make maximum useof advisory boards, community organizations and individualsin informational, programming, work experience programming, andplacement procedures. Provide referral information to parentsof participating students and other adults for continuing theirown education and upgrading of occupational skills.
g. Coordinate all community and surrounding area resources intothe comprehensive curriculum effort, Articulate with theYosemite Junior College District, other county schools, theStanislaus County Schools Office, Stanislaus State College,the California State Department of Education, and any otheragency or organization having a potential program input.
h. Provide individualized pupil activities designed to stimulateearly self-awareness, knowledge of the world of work andcareers, exploration of occupations, specific skill training,practice and placement.
Objectives of the Project
a. Select and prepare individualized instructional materials forstudents to create early student self-awareness and self-appraisal.
b. Select and prepare instructional materials that will developearly pupil knolwedge of work and careers.
c. Develop individualized career plans for each student utilizingproducts developed in (a) and (b) combined with counseling andguidance, including selection of career clusters.
d. Provide field trip, reading, researa, resource person, andother assignments that enhance explor Ion of careers-and occu-pations.
26
e. Provide placement service for eligible students, graduates, andcommunity members, coordinated with other public and privateplacement services.
f. Train all counselors in career guidance functions.
g. Provide year-round career counseling and guidance servicesfor all students.
h. Provide systematic, sequential counseling and guidance servicesfor each student, including. large group, small group, and indi-vidual service, with small group service beginning no later thanfourth grade and individual service beginning no later thanseventh grade.
i. Include parents of participating students in counseling andguidance activities no later than the time of selection ofcareer clusters.
j. Recognize and regard student community service and exploratorywork experience by granting credit toward graduation.
k. Develop freer access to a wide array of experiences by removalof prerequisites and tracking.
1. Motivate students through successful experiences; no failureswill be permitted, only differing degrees of success.
m. Structure learning experiences for reinforcement and maintenanceof skills by a sequence of activities including motivation,exposition, discussion, and participation in workshop or labol.ratory.
n. Provide tptcrial or other specialized instructional servicesdepending upon the needs of each student.
o. Provide each instructional career cluster with the curriculumfunction, production, and service.
p. Conduct continuous follow-up studies of every student uponleaving or graduation.
Base progress and advancement of students upon evidence ofachievement, not upon age or time spent under instruction.
r. Arrange cooperative exchange of students with other schoolsystems.
s, Contract appropriate activities, projects, services, withbusiness, industry, other institutions, or individuals.
27
t. Provide leadership, guides, resources, time, and opportunityto teachers for planning and development of individualizededucational experiences for students.
u. Make provision for students to carry out activities and proj-ects individually and in teams or other groups, both on campusand off campus.
v. Provide planning and supervision for students according toindividual and/or group needs.
w. Emphasize responsibility of teachers to provide the primarysource of help to students who need help.
x. Hold students accountable for time spent and the quality andquantity of completed work.
y. Apply the standards of accuracy, efficiency, and productivityof the worle of work to the evaluation of student activitiesby teachers.
Although thla list of goals and objectives does not represent th.2
total goals and objectives of the program, it is representative of the
overall program goals and objectives.
28
II
EDUCATIONAL PROGRAM
The educational program being proposed for Ceres has been devel-
oped on a strong foundation in both the educational literature and a
thorough assessment of the area's needs. The needs' assessment included
an extensive survey of data frop various sources, including a follow-up
study of students who exited tte high schools in the entire Stanislaus
County area. When the assessment revealed a strong need for additional
vocational training in the area, Career Education was settled upon as the
appropriate means of providing for this need. Preparation of the pro-
posal for the program entailed a broad review of educational literature
relating to Career Education, curriculum development, educational psy-
chology, guidance and evaluation.
Since the program had not begun at the time of its selection for
inclusion in this report series, it is not possible to provide a detailed
description of the actual educational program. The material presented in
this section has been abstracted from the project proposal and represents
a description of the program's intent.
The Ceres Career Education Program will operate at all grade levels
from kindergarten through grade 14 in a cooperative effort with Modesto
Junior College. At the elementary level, the intent is to build a founda-
tion for later segments of the program by assisting the student to form
attitudes about the world of work. This will include attention to the
dignity of work, its purpose, the personal satisfaction of work, and the
relationship between self and work. In the middle grades, attention will
29
be directed toward career exploration. Students will explore occupational
clusters in an attempt to learn to evaluate their own interests, abili-
ties, values and needs as they relate to various occupational roles. By
the ninth and tenth grades, students will be introduced to one or more
occupational clusters in depth in an effort to provide the beginnings of
training leading to entry level skills. Through the guidance and counsel-
ing program, these students will also be provided a rational foundation
for the selection of options for occupational specialization. Grades
eleven and twelve will provide intensive preparation for a specific occu-
pation, and/or a selected occupational cluster, and/or further education.
In order to provide these experiences at the specified levels, the
Ceres program will make use of a variety of elements. At present, the
proposed program contains nine elements: orientation, exploration, inter-
disciplinary education, career curriculum, intensive short-term special-
ized courses, outreach, job placement and follow-through, guidance and
counseling, and education of handicapped youth. The orientation, explore-
tion, and interdisciplinary elements of the program are designed to reach
all students in the program in grades kindergarten through 14. At the
elementary level, this will be achieved through the World of Work curricu-
lum and in the later grades through one-year exploratory courses, mini-
exploratory courses of one quarter in length, career decision-making and
planning courses, and career curricula. The career curriculum element
will begin in grade 10 and continue through grade 14. This curriculum
dovetails academic and career subjects into a relationship which is in-
tended to provide the student with the manipulative, attitudinal, and
mental preparation necessary to enter and maintain employment in a spe-
cific occupational field. All students in the school system at the
30
secondary level will be enrolled in a career curriculum for a length of
time depending on the student's own needs and objectives. At the secon-
dary level, these career curricula will focus broadly on career clusters.
However, at the postsecondary level they will narrow their focus to spe-
cific careers such as nursing, carpentry, and automotive mechanics.
The intensive short-term specialized courses have been designed
into the program in order to satisfy the needs of students who plan to
drop out of school. This element of the program allows the student the
opportunity to acquire job-skill preparation in a single occupation in
which there is employment demand. The regular program of study would be
completely modified for students taking these courses and the preparation
would be designed to take less than one year.
The outreach element is designed to seek out unemployed youth and
adults to return them to either an appropriate learning situation or to
part-time training and related employment. The outreach element would
function at the secondary, postsecondary or adult level. An outreach
counselor would be responsible for making the necessary contacts either
personally or through public and private agencies to effect the return of
these individuals to the learning environment.
Job placement and follow-through would take place in the Ceres pro-
gram at any level of education at which the student exits from the school
for entrance into work. This element would assist each individual who
leaves school to obtain a full-time job and then monitor his progress on
the job until the student has either received a salary increase or advance-
ment in his job. Responsibility for this function would be assigned to
either a counselor or a job placement specialist who is a member of the
guidance team.
31
The guidance and counseling element will operate throughout the
total program at all grade levels. The function of this element is to
help the students understand the meaning of their career experiences,
assist them at major decision-making points, and help prescribe their edu-
cational treatment. Counselors will provide assistance to teachers by
acting as resource consultants in integrating career-oriented materials
into the curriculum at every grade level. At the secondary level and
beyond, counselors will help coordinate educational and job placement,
provide educational and vocational counseling, and arrange for whatever
supportive assistance is necessary for the student.
The final element in the program is directed toward the needs of
physically Lad emotionally handicapped youth. The Division of Special
Education of the State of California is assisting the Ceres Unified School
District in the development of this element which will be designed to inter-
face with the Career Education Program.
32
ADMINISTRATION
Under the leadership of the district superintendent and is staff,
a community-wide committee developed the statement of philosophy-which
ultimately committed the district to the proposed plan of action. The
Board of Trustees of the Ceres Unified School District has been in contin-
uous touch with this development during the last 5-6 years. The Board
authorized the superintendent on March 18, 1971, to develop a formal
design for a career education concept for the district for review and
decision purposes. By February 17, 1972, plans had been developed and
approved by the Board to the extent that it formally authorized the dis-
trict to accept federal and state funds which would permit implementation
of select phases of the project. The Board has also authorized an in-
crease in tax rate to support a regional occupational program which is
designed as an integral component of the overall career education program.
The district superintendent and his key staff will devote a sub-
stantial portion of their time to managing and supporting the development
of this operational model of career education since it will become the
educational program of the district. To assure the success of this model
which will extend through the 13th and 14th year of Modesto Junior College,
the Ceres District has developed a new administrative organization. This
new structure will be characterized by (1) provisions. for expeditious
operational decisions, (2) prompt assignment of necessary staff, (3) proj-
ect decisions being made at various levels of responsibility, (4) pri-
mary responsibility for the project assigned to a systems-wide coordinator,
33
(5) existing staff held accountable for appropriate project support,
(6) budget practices responsive to needs, (7) resources expedited in keep-
ing with project requirements, and (8) establishment of direct operational
lines of authority from overall project coordinator to the staff of each
school unit.
Provisions are being made to maintain a maximum thrust directly
from the project coordinator to the faculty and students on all appropri-
ate project activIties. Frequent meetings will be held with the district
superintendent and the project coordinator to develop project strategies.
An action-oriented team made up of building administrators will comprise
a-task force to work with the project coordinator to facilitate all aspects
of the project.
This career education model is to be administered around an occu-
pational cluster concept from K-14. Each cluster will have as an inte-
gral part of its structure an advisory committee representative of the
occupational a7ea and the community. The unifying and expediting force
for each cluster will be an educator with experience and training in this
assigned cluster who will be known as a cluster conductor. The Board
will appoint an overall advisory council made up of representatives from
tl-e advisory committee of each cluster and others in the community. This
council will provide input on,,th4.: instructional program and liaison be-
tween the district and potential employers.
For project purposes an administrative jointure will be effected
between the Ceres District and the Modesto Junior College in order to
assure program articulation and advanced placement of high school stu-
dents. Evidence was provided to confirm this cooperative effort which
34
includes provisions for some 65 Ceres High School students to attend
classes at the college during fiscal year 1972.
The district presently plans to implement this career education
model to the extent possible with its own resources. This includes up to
ten days of inservice training annually as a minimum for all staff.
Limited funeJ are also budgeted in the district to supplement the re-
sources being requested from federal and state sources. The major effort
to develop this model is projected over the three-year period beginning
in June 1972. However, further implementation and evaluation is b.ing
planned over an eight-year span.
In order to ascertain the extent of attainment of the mission,
goals, and objectives of this project, the district plans to use stan-
dardized and locally developed measurement instruments. Student follow-
up studies are currently used and will be continued. An independent
evaluation firm will be retained while the project is under way to mea-
sure the effectiveness of the various components of the program and the
extent that goals and objectives are being realized.
35
PROGRAM RESOURCES
Personnel required for the project include one general coordinator
who will be responsible for the overall supervision and direction of the
project. Also, the project will include:
a. One special coordinator responsible for curriculum develop-ment, staff supervision, cluster planning, and supervisionof guidance activities.
b. One special coordinator of vocational education.
c. One career counselor.
d. One special coordinator of work experience.
e. One media-materials specialist.
f. One "cluster conductor" in each of the proposed clusterareas--health occupations, business occupations, agri-business occupations.
These additional personnel will be structured into the ongoing
organization so as to continually interface with each cluster-conductor
coordinator as well as the regular school staff.
Outside consultants as well ashmembers of the present staff will
be employed to develop curricular and progam materials. This will be
done by extending staff time during the regular school year and also
during the summer period.
Inservice training is being planned to provide for the competencies
needed to implement the program. This will include the development of
"need-to-know" skills in the use of individualized learning activities,
planning/developing/using instructional units involving career clusters,
effectively using para-professional services, evaluating student work as
it relates to career-cluster requirements, and effectively using community
resources in the learning process.
36
Special physical resources to be used include additional transpor-
tation services for field trips, fund raising campaigns by students to
assist in the support of a sixth-year outdoor education program and ex-
panded use of audio-visual equipment. Some additional instructional
equipment will also be acquired through the Federal Excess Properties
Program.
Community involvement is being increased through the use of special
ad hoc task forces. In addition, plans are being made to provide enrich-
ment programs which will include adult education programs for parents.
Short- and long-range plans for continuing and expanding the career
education program include the continued use of vocational resources from
the local and regional facilities, the utilization of the State Human
Resource Development Department in liaison with the Regional Occupational
Program, and the further coordinating of work-experience programs between
school and community resources. Initial implementation of the program
will primarily be provided for by the use of special state and federal
funds. The district anticipates additional federal and state funds for
the full implementation of the program over the next three years.
37
PROGRAM - COMMUNITY INTERACTION
The primary channels of communications being used to facilitate
community interaction with the proposed project to date have included
extensive personal effort by the district superintendent, newsletters to
parents, district informational releases to the news media, parent-teacher-
student conferences and activities by the faculty and various administra-
tors, and home-visitation programs. Special aides will be used for the
purpose of interpreting instructional programs to the community on an
informal basis. Small group meetings at each school with parents and
staff which will include brainstorming sessions, when appropriate, are
being planned with an ever-increasing tempo as program activities accel-
erate.
This project, as planned, will be linked to various sections of the
community through an extensive expansion of work experience programs and
the further development of youth groups such as the FFA. The plan also
provides for the establishment of an area-wide advisory committee, a
cluster advisory council, with appropriate subcommittees, the use of
volunteer parents as clerical help, and instructional aides
Parents, civic organizations, business and industry, and other com-
munity groups will be involved in reviewing the goals and objectives of
the program.
Some unique features employed at present to facilitate and maintain
program and community interaction include the use of community aides to
bring volunteers into classroom activities and the arrangements being made
38
to release teachers for home visitation. Plans are under way to invite
parents into staff-planning sessions and to provide them with an oppor-
tunity to meet outside consultants and to in turn make input regarding
various aspects of career education programs. Progress reports of activi-
ties under way, or being planned, are being sent to parents from the
school(s) in their service area.
39
EVALUATION
A comprehensive evaluation of the Ceres Career Education Program
has been adopted. The evaluation is to proceed at both the process and
product levels. At the process level, efforts will be made to document
all project activities related to the desired processes; to present this
documentation to experts for evaluation; to catalogue the responses of
these experts, and finally to communicate these catalogued responses to
the decision maker involved in the Ceres Career Education Program.
The product evaluation will consist of comparing the expected
results, as stated in the product objectives, with the observed results.
Product objectives will be assessed in a variety of manners depending
upon the nature of the objective. The increases in the various qualities
will be evaluated by a pretest, posttest paradigm with a heavy reliance
on sophisticated statistical techniques including multivariate analysis.
At the time of this writing, the evaluation was just underway.
Consequently, no information is available in the actual evaluation methods
employed and any conclusions about the areas of success.
40
Contact person:
Visitation times:
CONTACT PERSON AND VISITATION TIMES
Dr. M. Robert AdkisonSuperintendentCeres Unified School DistrictP. O. Box 3076th & Lawrence StreetsCeres, California 95307(209) 537-4751
Wednesdays
Please contact Dr. Adkisonat least two weeks in advance
41
,41,
1411
1011
.5*P
h141
,1,,,
'IrH
1`,M
Nl''
q:"'
.11M
,11.
,P11
11.,1
1111
411
4qfl
e11
1'.4
^01
X. PICOSCT !UNIT
Title of Project:
Career Education Respons$ve to Ivory Student:
A K-14 Operational in Career Education,
Naar of Project Director:
Dr. N. Robert Adkisson.
Applicant
Ionisation:
Ceres Unified School District
Proposed Moninnans and Radius Dates:
1972 to Mar 30.
CATEGORY
FIRST TWELVE MONTHS
SECOND TWELVE MONTHS
THIRD TWELVE MONTHS
TOTAL (ALL YEARS)
ifrect
A.
Personnel
1.
Coordinator, Career Education Project
federal
St1
1 to
Local
federal
State
ILocal
Federal
State
Local
Federal
State
2 months,
7,400.00
10,000.00
7,400.00
10,000.00
7,400.00
10,0
00.0
022,200.00
30,o00.00
2.
Media and materials' Specialist.
o.tollc Infouniaton 12 months @ 51.350.
6,200.00
10,000.00
6,200.00
10,000.00
6,200.00
10,000.00
18,600.00
30,000.00
- 12 months @ $1,350.
8,100.00
8,100.00
8,100.00
8,100.00
8,100.00
8,100.00
24,30.00
24,300.00
4vocational Education Coordinator
i2 avonths ;$ $1.350.
16,200.00
16,200.00
16,2
00:0
049,600.01
5.
Work Experience Coordinator, 12 months
3 51,390.
8,100.00
8,100.00
8,100,00
8,100.00
8,100.00
8,100.00
24,300.00
6Consultant Timm 7 x 10 days @ $100.
4,000.00
1,000.00
4,000.00
1A00.00
4,000.00
1,000.00
12,000.00
3,000.01
7.
Cluster Staff Rotendod Year (210 staff
0 $960.)
57,600.00
59,520.00
59,520.00
176,640.00
S.
Clerk Typist (5) 12 months @ $500.
30,000.00
30,000.00
30,000.00
90,000.00
9.
Media Produ,ion Technician, 12
months @ $300.
6,000.00
6,000.00
6,000.00
18,000.00
111`
1111
111,
M,1
,111
1411
111,
1ili"
111
0',;
1,1/
1011
101
;opl
iltro
l.,1
0.,1
x,1
01.
11(..lect Midget (continued)
CA
TE
GO
RY
FIRST TWELVE MONTHS
SECOND TWELVE MONTHS
THIRD TWELVE MONTHS
TOTAL (ALL YEARS)
M.
Evaluation, Including Consultation,
Staff in-service, end of year report
11.
Total Staff In- Service
12.
Part-time typing, printing and techni-
cal services to guidance and career
clusters, counselor aides, teacher
aides.
Employee benefits,
Certificated at St
Classified at
Travel, rropect Coordinator, Cluster Co-
ordinators, selected staff and consultants.
Commercial Air
Auto., 10c per mile, 9,000 miles
per diem 522.00 per day, 50 days
Supplies and materials
E.
Corenunleatlons
postage, telephone
Federal
6,000.00
6,500.00
4,632.00
6,075.00
3,500.00
4,623.00
1,000.00
20,550.00
1,200.00
1,200.00
5,000.00
7,000.00
4,632.00
6,075.00
3,500.00
3,811.00
1,000.00
Sta
teLocal
Federal
Sta
teLo
cal
10,300.00
1,200.00
1,200.00
5,000.00
7,000.00
4,632.00
6,075.00
3,500.00
3,061.00
1,000.00
5,500.00
1,200.00
1,200.00
Federal
16,000.00
20,500.00
11,894.00
18,22).00
10,500.00
11,49..00
1,000.00
Slate
Loca
l
lb,150.00
1,600.00
3,600.00
Project
ud$et (continued)
CATEGORY
F.
Services
1.
Duplication and Reproduction
2.
Statistical
3.
Testing
4.
Other
G.
Final Report Production
H.
Equipment
capital improvements and addi
lions in laboratory equipment, desks, filing
cabinets, duplicating equipment, and re-
lated production equipment.
1.
Other Direct Costs
media Center Equipment Rental
(MT/SeTypesetting System)
multillith 1250W (2)
Davidson 11 x 17 press
Clerical Stations Equipment Rental
Office Spcae Rental
J.
aubtotal for Direct Costs
Total Costs
`1`,
P11,
,'1
y
FIRST TWELVE MCNTHS
SECOND TWELVE MONTHS
THIRD TWELVE MONTHS
TOTAL (ALL YEARS)
Federal
State
Local
Federal
Sta
teLocal
Federal
Sta
teLocal
Federal
State
Local
400.00
20o.ao
400.00
200.00
400.00
200.00
1,200.00
600.00
350.50
350.50
350.50
1,051.50
300.00
300.00
300.00
900.00
750.00
750.00
23,000.00
15,000.00
12,000.00
52,000.01
2,600.00
2,600.00
2,600.00
7,800.00
2,400.00
2,400.00
2,400.00
7.200.00
2,057.00
562.50
2,049.00
562.50
2,049.00
562.50
6,155.00
1,o87.00
1,600.00
1,000.00
1,000.00
3,600.00
4,700.00
1,70
0.00
1,700.00
5,100.00
161463733
35.362.50
73,250.00
164,637.50
'53,000.00
35,362.30
164,637.50
35,362.3345,200.00
93.912.50
)06,087.50
171.
450.
1164,637.50
73,250.00
164,637.50
153,000.00
164,637.50
*5,200.00
1060117.50
35,362. 50
35,362.5)
35,362.50
493,912.50
171,450.1
COBB COUNTY SCHOOL SYSTEMMarietta, Georgia
Documentation of Career Education Program
Site Team
Gordon I. Swanson, LeaderB. E. Childers
Nelson Jack EdwardsMollie W. Shook
45
INTRODUCTION
Cobb County, located in the metropolitan Atlanta area, has
developed a comprehensive career education curriculum for students in
grades 1 through 12. Among its many purposes are the following:
1. To stimulate student identification of career objectives.
2. To increase student knowledge of exploration skills.
3. To give the student more opportunities to work with othersin a group situation.
4. To create opportunities for students to explore personalcareer objectives.
The Cobb County School System is divided into nine attendance
areas, each composed of one senior high school, one or more middle schools,
and several, usually four, elementary schools. The Cobb County Develop-
ment Program of Occupational Education is located in the Sprayberry
attendance /flea, which includes Sprayberry High School (grades 10-12),
J. J. Daniell Junior High School (grades 7-9), and Mt. View, Blackwell,
Elizabeth, and Bell's Ferry Elementary Schools (grades 1-6). This
attendance area has an enrollment of 4,894 students, while the total en-
rollment in the Cobb County School System is 43,892.
The Sprayberry attendance area was selected for several reasons:
1. The Cobb County Vocational High School is located adjacent toSprayberry High School. It provides facilities for the voca-tional offering in Cobb County. This school plays an importantpart in the project.
2. Each of the elementary principals in this area was receptiveto innovations and change.
3. This attendance area was representative of a cross-section ofCobb County students. [(Cobb County Proposal for ExemplaryProgram).1
46
GOALS AND OBJECTIVES
The goals and objectives of the project were developed in the
initial stages of the project and they have become the central focus for
inservice programs for school faculty and for the instructional programs
Abhwhich o itre developing in the school. The school regards s goals as prod-
uct goals. They are as follows:
1. The student will develop an awareness of the relationshipbetween an individual's self-characteristics (interests,values, abilities, personality traits) and the appropriatenessof various occupational areas.
2. The student will acquire an awareness of the occupational areaswithin the community, the characteristics and the contributionsof each, and will extrapolate to build a frame of reference foroccupational areas in the state and nation.
3. The student will acquire an awareness of educational avenuesnecessary and those available relative to a wide range of occu-pational areas.
4. The student will build upon this awareness of self-characteristics, occupational areas, educational avenues, andactivity-oriented experiences,for an ability for decision-making.
5. The student will acquire an awareness of the psychological andsociological meanings of work,and during his school activitieswill express a positive attitude toward ;,elf, others, educa-tional programs, and different types of work roles.
6. To provide a mr1,-e meaningful and productive educational pro-gram with special emphasis on students identified as dis-advantaged and/or handicapped.
Nineteen product objectives were developed to quantify goal achieve--
ment and facilitate the implementation of the program. The product objec-
tives are:
4 7
1. To increase student (grades 5-12) knowledge of the educa-tional requirements.
2. To increase student (grades 7-12) knowledge of the abilitiesrequired in different occupations.
3. To increase student (grades 7-9) know,edge of occupationalareas.
4. To increase the positiveness of student (grades 6-12) atti-tudes toward themselves and others.
5. To increase the positiveness of student (grades 6-12), parentand teacher attitudes toward occupational education.
6. To increase student (grades 8-12) and teacher satisfaction withcurriculum offerings.
7. To increase the percentage of students applying for and enter-ing postsecondary education.
8. To increase the number of occupations students (grades 3-12)can list in one minute.
9. To increase the number of high school students enrolled in voca-tional education programs.
10. To decrease the absentee rate.
11. To increase the number of students (grades 10-12) in workexperience.
12. To increase counselor involvement regard:, contact with stu-dents about career decisions.
13. To increase counselor involvement regarding contact withteachers to fuse career-oriented antivities and informationin curriculum.
14. To increase parental involvement in the education process.
15. To increase the proportion of students (graduates and drop-outs) leaving school with job entry-level skills.
16. To reduce grade failures.
17. To increase the percentage of students placed on jobs by theschool.
18. To increase student academic achievement.
19. To reduce the dropout rate.
48
EDUCATIONAL PROGRAM
The intellectual base for the career education program of Cobb
County holds to the concept that much of what is taught should provide
realism in the learning experiences of students. Many students are
bezoming disillusioned by lack of realism in what has been going on in
classrooms and between the pages of a textbook. Career education offers
an alternative. Through an orderly process beginning in the first grade,
children may be able to make decisions to move toward occupational educa-
tion at the secondary level. By passing through elementary and middle
school programs, these students are able to get there, not as rejects,
but by choice.
During the second year of implementation (1971-72) the Cobb County
Development Program of Occupational Education served approximately 3,000
students in the Sprayberry attendance area. At the elementary grade
levels,forty-eight classes were involved, two classes from each of the
six grades at each of the four elementary schools. The elementary schools
in the project randomly assigned their students to classes within each
grade level, thus the 1,440 students in the program classes can be con-
sidered representative samples of students from their respective schools.
The focus of the program at the elementary grade levels was to pro-
vide students with a base for mastering future career development tasks
through simulated experiences, observations, discussions, and vicarious
experiences.
Forty-eight teachers and four principals participated in the pro-
gram at the elementary school level. Two career development specialists
49
worked directly with the teachers to assist in the implementation, coordi-
nation, operation, and further development of the program. During the
second year of implementation, a curriculum writer was added to the proj-
ect staff at the elementary level to facilitate curriculum "unit" develop-
ment. The two career development specialists and the curriculum writer
were the only additional professional personnel hired at the elementary
school level.
At the middle school level (grades 7-9), the focus of the program
was on occupational orientation and exploration. One phase of the pro-
gram was directed toward offering the student an opportunity to orient
himself further to several broad occupational areas and to acquire a
basis of understanding for future educational and occupational decision
making. Another phase of the program attempted to provide students with
an opportunity to explore a particular occupational area in greater depth.
The program at the middle school level involved the principal,
thirty-five academic teachers, three counselors, a P.E.C.E. Coordinator,
(Program of Education and Career Exploration), three team coordinators,
and one career development specialist. One thousand students partici-
pated in the program during the second year. The Human Services instruc-
tor and the career development specialist represent the only staff mem-
bers added to the middle scflol level. Other team coordinators taught
Industrial Arts, and Business and Distribution.
At the seventh grade level, twelve academic teachers, arranged in
three teams of four each, used the unit approach with their students.
The remaining group of teachers serve as a control team for the treatment
group which implements one unit per nine -week grading period. In coordi-
nating their team activities, each group selects one teacher to serve as
50
the lead teacher in tying in subject matter while the others contribute
support through their classes. Approximately 360 students were involved
at this level.
The major thrust of the program at the eighth-grade level was the
P.E.C.E. program. The P.E.C.E. program offered eighth-grade students an
opportunity to explore occupations in one of six categories: service,
business, organizational, expression of ideas, outdoors, and technology.
The P.E.C.E. program was described as follows:
After experiencing a work role, the student shares his observa-tions with other students in small guidance groups where atten-tion is focused on questions such as the following: How did Ifeel about myself while involved in the work role? What are otherjobs in our society that might provide similar satisfaction? Whatare the different decisions one would have to make in order toenter a particular job? What value does the work role under ques-tion have economically as well as socially to society? What educa-tional avenues could prepare one for a particular job? What arethe difrerent psychological aspects to be realized in this job?
During the second year's implementation, 340 eighth-grade students com-
pleted the P.E.C.E. program. The few students who did not take part in
the P.E.C.E. program were unable to do so because of scheduling conflicts,
e.g., students enrolled in band could not enroll in the P.E.C.E. program.
All ninth-grade students were enrolled in either Industrial Arts,
Human Services, Business and Distributions Band or Art, with approximately
300 ninth-grade students taking courses in the first three areas. The
focus of Human Services, Business and Distribution, and Industrial Arts is:
1. To provide appropriate opportunities for students to explorein greater depth those areas of interest for the purpose ofenabling them to convert a generalized choice into a specificchoice,
2. To provide the range of experiences and activities necessaryto aid students in the clarification and further identifica-tion of an area so that a specific choice can be made.
51
3. To expose students to the content, tools, setttings, products,or services of a particular occupation through either directexperiences or through simulated experiences in pre-vocationalareas as well as to the range of opportunities available inorder to enbable students to further differentiate choiceswithin the area.
4. The experiences provided during this level should be designedto further increase the student's understanding regarding thedifferent dimensions of career development . . . for the pur-pose of assisting the student to gain more toward a particularvocational preference.
The three team coordinators at the middle school level worked in
the areas of industrial arts, human services, and business and distribu-
tion. Their primary responsibilities were instructional; team coordinating
activities were an addition to their teaching loads. Team coordinators
were responsible for bi-weekly meetings with academic teachers and for
leading in the development of plans and materials to be used by these
teachers. The fifteen academic teachers and the three team coordinators
would meet for one hour every two weeks. This time was used for inter-
locking the career development and academic curricula.
The focus of the program at the high school level is to assist the
student in converting his vocationalpreference into reality. The program
continues to be exploratory in nature at the tenth-grade level, but this
is supplemented by specific preparatory experience in the eleventh and
twelfth grades. Work experience programs, on-the-job training, courses
leading to entry level job skills, job placement programs, career develop-
ment counseling, and the development of academic-vocational units are all
intended to prepare the students for employment and/or postsecondary edu-
cation.
Twenty-seven people were responsible for implementing the program
at the high school level. The personnel from the vocational high school
52
included the principal, counselor, and five vocational instructors, while
Sprayberry personnel consisted of the principal, counselor, three team
coordinators, a work experience coordinator, two business education in-
structors, and twelve academic teachers. None of these positions required
the hiring of additional personnel.
Approximately two hundred and fourteen high school students partici-
pated in the program during its implementation the second year; this num-
ber represents slightly more than one-fifth of Sprayberry's students.
At the secondary level, tenth-grade students at Sprayberry High
School may choose a class in career exploration, a class in general busi-
ness or those classes more specifically relevant to occupational goals in
the professions, etc. The student choosing the career exploration class
rotates through the six occupational areas of training offered by the
Vocational Department at Sprayberry High School. There he is introduced
to each of those occupations and,subsequently, to similar occupations
and to the characteristics, skills, and educational steps pertinent to
still a wider range of occupations at varying levels.
The student choosing the general business class is introduced to
typing, bookkeeping, office practices and other such activities and, as
in the Career Exploration Program, the relativeness of mathematics,
English, science, and social studies but, in this case, to business occu-
pations.
Those students pursuing occupational goals in t*,e professions are
choosing courses that facilitate preparation for attaining these goals.
All students are exposed to the unit approach through their subject area
clsses. As in the middle school, subject area concepts and skills are
53
presented in such a way that they can be applied to individual career
choices. This unit approach is continued through the eleventh and
twelfth grade years.
For those students identified as potential dropouts there is a
Program of Cooperative Vocational and Academic Education (C.V.A.E.) in
addition to those activitieh previously mentioned. A C.V.A.E. coordi-
nator meets one hour per day with such students to further strengthen
the relationship of the various subject matters to each other, to the
world of work, and to actual job situations in which these students are
engaged. The coordinator works as a liaison between the community and
the school in helping the students to obtain after-school employment and
to relate that employment to their schooling,
At the eleventh grade level, based upon information and explora-
tion as mentioned above, the student may choose to enroll in the Voca-
tional Department of Sprayberry High for job-entry level preparation in
drafting, electrical construction and maintenance, graphic arts, radio
and television repair or sheetmetal and welding or he may choose any one
of a number of cooperative programs such as Diversified Cooperative Train-
ing (D.C.T.), Vocational Office Training (V.O.T.), or Distributive Edu-
cation (D.E.) or he may continue to choose those classes necessary to
pursue an occupational goal in the professions.
At the twelfth grade level, the student may continue any one of
those opportt 'ties listed at the eleventh grade level and in addition
he may choose the Senior Plan in which he attends the Marietti-Cobb
Area Vocational Technical School for specific occupational preparation
while graduating with his high school class.
54
At the secondary level, the emphasis is one of preparation for the
next step through more specific occupational-skill preparation.
The guidance function is vital at all grade levels in the Cobb
County Occupational and Career Development Program with special emphasis
at the secondary level to provide every student with information about
occupational choices as well as educational avenues. Culminating the
guidance function at the secondary level is a Placement Program drawing
upon a Placement Coordinator, Man-Power agencies, guidance counselors,
business personnel departments and other community resources in helping
each student exiting the school in making his next step whether that be
employment, further training, or higher education.
The Job Placement Coordinator surveys the local business community
for prospective placement opportunities. When positions become available,
he notifies the proper work-study coordinators in the school and in some
instances communicates this information to the student body via intercom.
Periodically, the Job Placement Coordinator requests reports of
placements from work-study coordinators to be included in the school's
total placement report.
Seniors who want assistance finding full-time, permanent employment
after graduation may register with the Job Placement Coordinator.
Any student who wants essistance finding summer employment may
register with the Job Placement Coordinator.
Counselors and the principal have been asked to refer student drop-
outs to Job Placement Coordinator if they want employment help.
Records are kept of businesses contacted, employers' requests for
student help, student applications for employment, student referals to
55
employers, and students placed in work situations; approximately 145
students have been placed through the coordinator's efforts.
Unique features of the program include the Youth Museum dedicated
to providing information about careers, units featuring career emphasis
for subject areas, a plan for 100 percent county-wide implementation
within two years, a job placement program for high school students, and
a most comprehensive career curriculum development program.
56
ADMINISTRATION
The Board of Education in Cobb County is thoroughly aware of the
career education program through the project reviews, staff assignments,
and the community interaction stimulated by the program. The board of
the county system has been alert to educational improvement of all kinds
and they have been particularly responsive to the career education program.
The administrative support for the program reflects strong leader-
ship. From this standpoint, Cobb County is an interesting and useful site
to visit. Career education is an administrative line function having
close monitoring from the superintendent, the associate superintendent for
instruction, the supervisors, and principals. The career education person-
nel occupy a staff function whose director reports to the associate super-
intendent for instruction and whose work involves teachers, principals,
supervisors, and the community as well as state and federal agencies. The
career education personnel include a director, five career development
specialists, and two curriculum writers.
Responsibilities for career education extend far beyond the respon-
sibiE2ies of the project staff. Teachers, students, and volunteer workers
in the community carry much of the load. The responsibilities include
curriculum development, the preparation of instructional units, and a wide
range of activities leading to educational improvement.
Plans include an expansion of career education, an expansion of vo-
cational education to accommodate the increasing number of occupational
choices which are stimulated in the lower grades, and an elaborate system
for evaluating the entire program.
57
Evaluation is oriented to the specific performance objectives of
the program. In addition, the school is comparatively studying students
who are involved in the program with students who are not, using such
criteria as achievement scores, drop-out rate, absentee rate, attitudes,
and knowledge of occupations and careers. In addition, the program per-
sonnel recognize that there may be a number of other consequences of
career education not evident at present but which may be possible to in-
clude in evaluations at a later date.
58
PROGRAM RESOURCES
The personnel resources for career education have been discussed
earlier in this report. The inservice training for career education has
consisted of the following:
1. Kick-off meeting for all teachers, administrators, and staff.
2. Monthly pre-service teetings for all implementors throughJune, 1970.
3. Summer workshop for all administrators, teachers, and staff inAugust, 1970.
4. Continuous teacher/counselor contact with career developmentspecialists at the elementary level in 1970-71.
5. Weekly meetings with teachers/counselors and project staffat middle and secondary levels in 1970-71.
6. Three inservice Saturdays for implementors at all levels in1970-71.
The Cobb County system has not invested much in new permanent phys-
ical facilities for career education although other resources, particularly
student and teacher improvised materials, are extensive. Community re-
source use is extensive. Field trips, mentioned elsewhere in this re-
port, are used extensively. The youth museum, an $80,000 facility built
by community contributions and staffed by volunteers, is devoted to career
education and used extensively.
Financial plans for expansion have not been elaborated, but it is
axiomatic that these will be essential.
59
PROGRAM-COMMUNITY INTERACTION
The Cobb County Program relies heavily on interaction with the
community. Field trips, resource people, job placements, on-the-job
training, and the County Youth Museum would not be possible without the
support of the community.
The County Youth Museum offers a most unique opportunity for the
students, as well as visitors of all ages, to become better acquainted
with Cobb County--its origins, its current modes of living, and a chance
to speculate about the future. The first exhibit, a history of transpor-
tation, opened in April, 1970. Located on property adjoining the
Cheathan Hill section of Kennesaw Mountain Battlefield National Park, the
museum's natural wooded setting encourages students to explore the vari-
ous modes of transportation located on the grounds adjacent to the museum
building.
Trained docents lead school tours during each school day. A volun-
teer staff is entirely responsible for maintaining the museum.
In September, 1971, the museum offered a new exhibit which closely
correlated with the expanding interest in careers and occupations. Stu-
dents are acquainted with Cobb County as it was a century ago and the
immense number of changes that have since occurred in life styles and job
opportunities.
An exhibit called "Careers in Cobb - A Century of Work" offers
teachers and students many opportunities for relating math, science,
language arts, etc., to various jobs available in the country. Many in-
dustries, businesses and individuals have contributed generously to make
60
the Cobb County Youth Museu,1 an outstanding community resource for the
career education program.
While the Youth Museum is by far the most unique resource avail-
able to the program, many members of the community have contributed in
other ways to assist the program. Time and material supplies have been
donated by numerous community members to indidividual classes at the
elementary levels, and parents have volunteered to do whatever they can
to assist the program.
Finally, the news media has done an outstanding job of keeping the
community informed of program activities. Newspaper coverage has been
excellent, and radio and television stations have been most cooperative
in keeping the community informed.
61
EVALUATION
A process and product evaluation of the Cobb County Developmental
Program of Occupational Education has been develope' and conducted by the
National Center for Occupational Education at North Carolina State Univer-
sity. This evaluation involved two phases: (1) the 'r'velopment of a set
of product objectives which were both congruent with the goals and capa-
ble of being measured, and (2) the measurement of observed'processes and
products and a comparison of them to the process and product objectives.
The process evaluation was based primarily on responses by a ques-
tionnaire process evaluation team. This process evaluation questionnaire
focused on the ext'nt to which administrators, prindipals, curriculum
writers, teachers, counselors, and students have engaged in those activi-
ties considered necessary for the attainment of the product objectives.
The product objectives which required measurements by tests or question-
naires were measured twice during the school year. The analyses of these
objectives were performed by means of an analyses of variance factorial
design which provided a measure of treatment, grade, and interaction
effects. Five treatment groups were identified during the second year of
the program. The identification of these five groups was based on the
amount of time the students were involved in the program.
To measure the attainment of product objectives, data was collected
on the knowledge zf occupations (grades 3-12), attitudes toward self and
others, parent and teacher attitudes toward occupational education, stu-
dent and teacher attitudes toward their school's curriculum offerings,
student applications for postsecondary education and parental involvement
62
in the rozram. A number of questionnaires and tests were developed to
obtain this data.
63
CO;UACT PERSON AND VISITATION TIMES
Contact person:
Visitation times:
Mr. Joel Smith, Project DirectorP. O. Drawer "R"Marietta, Georgia 30060(404) 422-0208
Please contact Mr. Smithat least two weeks in advance
64
HELENA SCHOOL DISTRICTHelena, Montana
Documentation of Career Education Program
Site Team
Eldon E. Ruff, Leader'Robert M. Isenberg
Verne LawsRobert L. Morgan
65
INTRODUCTION
Helena, the state capitol of Montana, is in the heart of the gold
country and the center of the state's financial, political, civic, and
social activity. It. is the fifth largest city in the state, and more
than 65% of the state's population and 90% of its payroll lies within a
radius of 125 miles.
The Helena School District operates 16 schools, 11 elementary
schools, three junior high schools and two high schools, with a total
enrollment of 7,515 students. The Career Education Program is in the pro-
cess of installation in all the schools in the system. The emphasis thus
far has been placed on implementation at the elementary and middle grades
levels, but the program has been in operation at all grade levels and is
moving toward the involvement of all students in the system.
Prior to 1970, the emphasis on career education was limited, being
restricted primarily to vocational programs at the high school level.
Courses were offered in areas such as Business Education, Industrial Arts,
Home Economics and Small Engine Repair. There was a'growing dissatisfac-
tion in both the community and the school system itself regarding the in-
ability of the schools to provide relevant education for all the students
within the system. With a strong emphasis on academic training, a sig-
nificant number of students were leaving the system every year who were
not going on to college and who had not been prepared for the working
world. In this climate of dissatisfaction, the Assistant Superintendent
for Vocational Education was instrumental in promoting the concept of
66
career education as a means for providing relevant education for all
students.
The concept of career education was met with favor, and arrange-
ments were made with the State Department of Education to assist in the
drafting of a proposal for a career education program. A research con-
sultant from the Oregon Higher Education System was also hired to assist
in drafting the proposal and to evaluate the program's progress. The
proposal was submitted to the U. S. Office of Education and approved
effective November 1, 1970.
67
441
GOALS AND OBJECTIVES
The district's philosophy reflects a commitment to the child as an
individual. In the School Board's Policies, Rules and Regulations Hand-
book, the philosophical posture of the district is defined:
. . . each person should be accepted into the educational pro-gram as he is, . . . he should be provided with a stimulatingenvironment and opportunities for learning experiences, and beencouraged to develop to the extent of his maximum ability anddesire; all of which are designed to promote behavioral devel-opment that will effect continuing satisfactory adjustment tolife. . , .
While the philosophy reflects the concept of equal opportunity and indi-
vidual dignity, there is no statement that the school is responsible for
either career development or job proficiency. However, position papers
are currently being prepared by all district principals that will serve
to re-focus the district's philosophy. The extent to which the district's
new philosophy will reflect the career education concepts is unknown at
the time of writing.
The district's career education program design largely reflects
the U.S.0,E. guidelines for preparation for Part D programs. However,
the district did involve many agencies in the adaptation of the program
to the district's need. Among them were the Helena School District,
the State Office of the Superintendent of Public Instruction, Model Cities,
the Helena Indian Alliance, the Montana State Advisory Council for Voca-
tional Education and the Camps Coordinating Committee,
Five primary goals were selected by the district in conjunction
with the aforementioned agencies, The goals of the program are:
68
1. Broadening occupational orientation of elementary, junior highand high school levels.
2. Broadening occupational aspirations and opportunities.
3. Systematic identification of work opportunities for youth atvarious levels.
4. Systematic training of youth for identified available jobs.
5. Placement of students in jobs on a part-time basis prior tohigh school graduation wherein the student has significantproductive responsibilities and receives financial and academiccredit rewards.
Following the identification of program goals, more specific objec-
tives were developed. The specific objectives of this exemplary program
are listed below and include projected time schedules for implementation.
1. To broaden occupational orientation at the elementary, juniorhigh, and high school levels. (1970-1971)
2. To broaden occupational aspirations and opportunities foryouths (including those who have academic, socioeconomic, orother handicaps). (1970-1971)
3. To specifically identify dropouts (at whatever level), pin-point causes for dropouts, plan preventative and remedial pro-grams, and promote implementation thereof. (1971-1972)
4. To identify and develop new opportunities for work experienceand cooperative education in several occupational areas.(1970-1972)
5. To give more practical work experience to youth at variousgrade levels, and to have such experience characterized bylearning while doing, significant responsibility for produc-tive service to an employer, reimbursement (from employers) tothe student for service rendered, and recognition of educationalvalues (of such work experience) by awarding formal credit.(1971-1972)
6." To achieve a more realistic picture of job opportunities and toutilize such information in training for employnent.(1971-1972)
7. To develop employability of students. (1971-1972)
8. To develop the assumption of responsibility for placement ofstudents at whatever level they leave the school system.(1971-1972)
69
9. To create bridges between school and earning a living foryoung people who are still in school, who have left schooleither by graduation or drop out, or who are in postsecon-dary programs of vocational preparation. (1971-1972)
10. To make greater use of existing school facilities, especiallyduring the summer months. (1971-1972)
11. To conduct inservice for District and other personnel toachieve the objectives of this proposal. (1971-continuous)
12. To bring general educators, vocational educators, State Depart-ment of Education staff, local school staff, teacher educationstaff, Model Cities staff, staff specifically concerned withthe disadvantaged and handicapped, manpower agencies and otherstogether in coordinated efforts to achieve the objectives ofthis proposal. (1971-continuous)
13. To improve the status, scope and image of vocational-technicaleducation. (1971-continuous)
14. To design and consummate an objective and effective evaluationto be used for periodic modification of the project. (1971 -continuous)
15. To plan and promote expansion of activities to other districts(including private schools). (1971-1972)
Planned and systematic reviews of the project objectives take place
annually by teachers, counselors, principals,teacher trainees, State Depart-
ment of Education personnel, State Advisory Council representatives, as well
as selected members of the community. A rating scale has been developed to
reflect the degree to which the various groups find the objectives desirable
and the extert to which the objectives are being carried out. At the last
annual .review the objectives of.the program were largely supported by the
participating groups. Those objectives which did not receive substantial
support are being examined carefully by the project staff.
70
EDUCATIONAL PROGRAM
Grades K-6
The irtellectual base for career education at the elementary
level is designed atter the model from Cobb County, Georgia. This model
is based on six points which include:
1. self-awareness;2. the identification of job characteristics;3. the identification of student characteristics;4. the psychological aspects of work;5. an educational awareness of work; and6. the decision-making process.
Three elementary counselors have been responsible for helping
teachers develop career education units. Three units have been constructed
on the basis that they: (1) fit into the existing elementary curriculum
and (2) increase career awareness among elementary children.
The nature of career education is such that most teachers have been
partially involved in it without a conscious effort. Therefore, the career
education units have, in some cases, expanded on activities already occur-
ring in many elementary classrooms.
After teachers have selected a career unit, either through the en-
couragement of the counselors or on their awn initiative, the "Next-Step"
staff has become involved by setting up appropriate job-observation field
trips, related to the unit, and by bringing selected community resource
people into the classroom wherever possible.
Where appropriate, career units attempt to involve students in
"hands-on" activities, or to expose them through their five senses, to
71
different aspects of various careers. In addition, some group work with
elementary classes has been conducted by counselors.
The effort of those teachers who first became involved in career
education units has led to the involvement of a great percentage of the
elementary staff who also want to expand their classroom beyond the four
walls.
The program is in the process of developing evaluative measures for
each career education unit and job-observation field trip. The Field Trip
Guidelines form will be given to each teacher involved in a career unit.
It will be revised as its use warrants.
Students will be asked to complete a written evaluation of each
field trip to determine if the trip met their needs IA terms of increasing
career awareness.
As the program continues to increase in scope and content, more
frequent evaluation will be made of the process of the various career
activities. Evaluation, to date, has been limited because of more pressing
demands in the early formation of the program.
Much subjective evaluation, especially teacher attitudes. toward vari-
ous career projects, has been helpful in determining which approaches are
most appropriate in the various grade levels. While subjective evaluation
will continue to be an important measure of program effectiveness, more
and more objective evaluative measures will be used as the program develops.
The following features are unique and available to all the grade
levels. Some of them, however, will apply to specific units in specific
grades. This does not limit any grade level from using any of these fea-
tures if desirable or applicable.
72
1 There are three trained elementary counselors for the elevenelementary schools. Two of these counselors service four schools
with some fifty teachers each and the other counselor has threeschools with some thirty-six teachers.
2 The eleven elementary schools have access to two buses fromthe Helena Vocational-Technical Center, one from the schooldistrict and one private bus contractor. The.buses are usuallyavailable in most instances OIL a day's notice.
3. Beginning next term, all sixth graders will be allowed a dayto spend with their parents in the world of work. The follow-ing day a report, regarding that child's day, will be givento the other members of the class.
4. Various grade levels have had a chance to get some "hands-on"learning experiences with various types of tools and equipment.The program is able to obtain these tools from the VocationalCenter. Ekamples of such tools used include: hammers, miterboxes, levels, tape measures, screw drivers, leathers for weld-ing, goggles, tongs, rods, etc.
5. All but one of the elementary schools are equipped with smallkitchens which enable teachers of all grade levels to utilizethis facility for units involving food services, food prepara-ration, and food handling.
6. The Career Education Program has purchased a complete outfit ofvideo tape equipment. The equipment enables school personnelto put on tape activities which can later be used for presenta-tions as well as for documentation. The equipment also is usedto give other classes a preview of specific highlights of aselected field trip or future field trips to be taken.
7. The project has hired a half-time media person to catalog curricu-lum and resource materials.
8. All of the units prepared up to this time have been correlatedvery closely with the texts being used by the district. Thisdoes not limit teachers to pursue other occupational areas.Teachers who have an idea completely foreign to the text areencouraged to pursue this area. The counselors try to provideas much material as available.
Grades 7-9
The junior high school program is relatively limited at the present
time. The major component which has become operational this year is an
occupational exploration unit incorporated into the 9th-grade social studies
73
classes. The unit was devised around a concept described as mobile group-
ing. The mobile grouping experiment was initiated at Sunhaven School in
April.
To implement the experiment, ten stations were set up with differ-
ent activities going on at each station. Students were divided into ten
groups with a leader selected for each group. Each group was assigned a
starting station for the first day. A rotation system was devised so each
group would visit a different station each day. The teachers moved from
group to group throughout the period. Students spent one period (50 min-
utes) at each station. At the end of the first week, students were given
an evaluative questionnaire to determine objectively their response to
the week's activity. Verbal responses were solicited all during the week.
Student reaction, both verbal and written,- was very positive and highly
favorable.
The purpose of this experiment was: (1) to evaluate various mate-
rials recently obtained for the program in terms of effectiveness and
relevancy to students, (2) to give students a variety of experiences
related to career education, (3) to determine the effectiveness of mobile
grouping as a technique in career education, and (4) to give students
meaningful activities which will aid them in making future decisions and
plans.
In terms of achieving Obese objectives, all concerned with the
experiment were extremely satisfied. It was found that: (1) most of
the materials used were quite good (activities where there was a great
amount of "doing" seemed to be most popular);(2) giving students a vari-
ety of experiences seems to excite student interest (many students indi-
cated that the week was fun as as educational);(3). mobile grouping
74
can be an effective method for career education; and (4) students encoun-
tered many situations wherein they saw the importance of making prepara-
tion for the future. Students were exposed to information concerning the
world of work that they perhaps had never before thought of or been con-
cerned with. Nearly all class members felt the experience to be very
worthwhile.
The mobile grouping experiment was also utilized at Helena Junior
High. In both schools, the counselor worked with the teachers in orga-
nizing and carrying out the unit.
Other activities tried out at the junior high level this year are:
1. tours of the Vocational-Technical Center and Carrol College by9th-grade students;
2. an eighth-grade social studies unit involving the students ininterviewing people in the community regarding business prac-tices and procedures;
3. installation of cluster charts showing occupations related tovarious school subjects in all subject area classrooms; and
4. releasing each 7th-grade student from school for a day tospend the day at work with his parent.
Grades 10-12
While a comprehensive plan to include occupational information and
career development experiences in all senior high school subject areas is
part of the special project, the early emphasis at the elementary school
level makes achievement of most of the senior high objectives a matter
for the future. Despite this, a substantial start has been made.
All senior high school teacheil's have been-provided cluster charts
showing occupations related to their particular discipline. These charts
are on display in nearly all classrooms. Not only have they helped stu-
dents see the relationship between specific subject areas and carers,
75
they have given new insights to some teachers and a focus for their
efforts.
The senior high school guidance counselors are well informed of
the career education activities taking place in the elementary and junior
high schools. They have also assisted with a special survey of high
school seniors. Because the survey was administered during normally
scheduled senior English classes, more than 90 percent of all seni rs
were included. The survey found that 66 percent of the se were work-
ing while attending school and attempted to determ/ne- any relationship
between the job and the long-range career plans of individual students.
Thu guidance counselors administer DAT's to all 10th-grade stu-
dents and the Strong Vocational Interest Inventory to all 11th -grade stu-
dents. The counselors also have a substantial library of career materials
suitable for student use but are handicapped by the overcrowding of the
highschool with no type of browsing room where students can use them.
A number tf films, tapes, and other material's are also on hand but their
use is also limited by the crowded conditions.'
Helena High School students are esoecially fortunate in that one
of the state vocational-tec:Inical centers is directly across the street
from their school. A number of programs from auto mechanics through data
processing are available to them and many are being encouraged to enroll.
These programs provide students wial a skill level that makes them immedi-
ately employable.
During the next year, the counselors plan to identify students who
have an interest in becoming teachers and find teachers at all levels
interested in using them as student aides. It is expected that this pro-
gram will be available for credit.
76
Of special concern to the school system and to the career educa-
tion program is a special dropout project undertaken during the current
year. One of the project's objectives is to "specifically identify drop-
outs (at whatever level), pinpoint causes for dropouts, plan preventative
and remedial programs, and promote" their implementation. The project is
attempting to follow-up on the more than 100 students who have dropped
out of school this year. Interviews with the students and with their par-
ents are providing new insights into student adjustment problems that may
result in a specifically designed dropout prevention effort or a program
through which dropouts are helped in acquiring certain marketable skills.
The schools are working closely with the Conc,:trated Employment Program
(CEP) in this dropout program.
A new program to be launched during the 1972-73 school year will
be directed toward disenchanted 10th-grade students identified as likely
dropouts. The program combines the joint efforts of the Model Cities
project, "Next Step," U. S. Forest Service, Bureau of Land Management,
and the school district. The program will focus on "Outdoor Environmen-
tal Education" and will enroll 40 students selected by teachers and coun-
selors. The plan will have these students "in the woods" for approxi-
mately 160 days of the school year. In addition to the broad range of
specific outdoor experiences to be provided for all students, each will
also have two experiencec,working in different predetermined occupational
areas. This career experience with students working as geologists, ento-
mologists, meteorologists, taxidermists, and in other such roles is a
secondary program threaded through the entire series of outdoor activi-
ties.
77
ADMINISTRATION
The Career Education Program in Helena has the support ani endorse-
ment of the Board of Education which has assured the continuance of the
demonstration program for a five-year time period even though the exem-
plary project grant will expire in three years. Further indication of
personal interest in the program is evident in the involvement of board
members in visitations to other career education programs. Also, a "posi-
tion paper" regarding career education in the district is now being devel-
oped and is likely to be considered by the Board in the near future.
The ,,rogram has the endorsement of the top administrative officers
of the district--the superintendent and superintendent-designate. The
project proposal and a major part of the program's conception came from
the assistant superintendent who serves also as director of vocational
education.
A director, assistant director, three elementary counselors, a
coordinator,who at present is engaged in a study of dropouts, and a half-
time media coordinator are responsible for the conduct of the program.
They work closely with the building principals, other guidance counselors,
teachers, adviri..ry committees, and a broad range of individuals, busi-
nesses, institutions and agencies throughout the community.
Program guidance is provided by a 25-member Community Advisory Com-
mittee, the 12-building principals, and a team of 15-building teacher
representatives. The project staff also meets together regularly for the
purpose of reviewing the design and operation of the program and such
changes of procedures as are needed.
78
The major emphasis during the first year of the program has been
directed at the elementary school level. Plans are underway to substan-
tially expand the junior high and senior high programs during the second
and third year of the program. Favorable community action on a bond issue
to provide a second high school will greatly facilitate program operation
at the secondary level.
Since the outset of the program, there have been provisions for
outside evaluation of the program. Base-line uata were gathered with
regard to school employees' and community members' perceptions of what
ought to occur in career education. This evaluation will also attempt to
determine the extent to which the goals and objectives of the program are
being achieved.
79
Or
.
PROGRAM RESOURCES
The regular school staff has been augmented by a number of person-
nel assigned specifically to the program. These include:
1. Project Supervisor
2. Assistant Project Supervisor
3. Three elementary school counselors
4, Cooperative coordinator
5. One half-time media specialist
These personnel have full responsibility in the career education
project and work cooperatively with teachers, and building principals.
The three elementary counselors in the "Next Step" Program are in-
volved in inservice meetings with approximately 130 elementary teachers.
The purpose of the current series of meetings is to discuss with teachers
from each grade level the appropriateness of a variety of career educa-
tion units. From these meetings will come a catalog of career units, re-
source people, and job observation field trips appropriate to each grade
level.
The counselors have spent approximately 220 hours in individual
meetings with teachers during February, March and April. During these
meetings, discussions are held relative to on-going career units, job-
observation field trips, resource people from the community, ideas for
future career related units, and materials needed for "hands-on" experi-
ence common in the world of work.
80
A variety of materials and equipment have been made available
through the project. The multi-media materials have been made available
to teachers through a centralized resource center.
Financial resources have been made available through an Office of
Education grant. The funding is for three years and the project is cur-
rently in its second year of operation. Funds will be available for one
more year through the grant. It is hoped that the local school district
will be able to continue the program through local funds after next year.
81
PROGRAM.-COMMUNITY INTERACTION
A twenty-five member Community Advisory Committee has been estab-
lished to serve as a sounding board for progress reports and for sugges-
tions on how the program might be expanded and improved. Other advisory
-committees have been established for the project to serve as communica-
tion links between the schools and the community. In addition, there is
a fifty-five member Community Evaluation Committee assigned the task of
reviewing and documenting the progress of the project.
As one of its public services to the community, the Helena Kiwanis
Club has developed a directory of resource people who are willing to visit
the schools to share their special knowledge, talents, or interests. In
addition, the community's hospitals, business establishments, governmental
offices and agencies serve as the sites for many class field trips. The
career emphasis of field trips has given an added purpose to field trips- -
for students,_teachers, and those who are visited. The ready availability
of school buses to meet teachers' desires for field trips is an asset to
this type of activity.
The kind of close cooperation that exists throughout the community
can perhaps best be illustrated by the Outdoor Environmental Education
program to be instituted next school year. The Model Cities project has
contributed $29,000 to assist with some of the program's need for addi-
tional funds. The U. S. Fore Service is making available 3,200 acres
of forest land for the pro6ram. Personnel from other federal and state
land maragement. conservation. an3 wild-life agercies will assist the
82
project as advisors and instructors. So will other teachera in the school
system as their special abilities are needed.
Another special and valuable resource in the community is the state
vocational-technical center. The location of this facility immediately
across the street from the high school increases its potential to serve
certain secondary school students as well as those who are postsecondary.
Career education seems to be in the process of becoming a rallying
point in the community. Even in this capital city with all its diversity
there is an enthusiasm among teachers and administrators, among business-
men and parents, and among everyone who has had contact with the program,
that at last the schools are on the track--paying some attention to what
young people will do and how they will prepare for a productive working
life.
83
EVALUATION
A subcontract was made with the Center for Research and Development
in Education Leadership (which is a part of the Teaching Research Division
of the Oregon State System of Higher Education) to perform a third party
evaluation. This evaluation was to consist of three phases.
(I) Self Analysis: Teachers, administrators and students were to
be regularly given a questionnaire designed to evaluate the accomplishments
of the program. The instrument (entitled Opinionnaire for Identifying
Perceptions of Career Education) asks these persons to evaluate the
desirability of the stated objectives of the program and whether or not
they are being attained. The final sections of the questionnaire provides
the respondent with an opportunity to list the strengths and weakness of
the career education program in their schools and to make recommendations.
(2) Community Committee Reactions: A cross section of the commu-
nity (including such elements as business, labor and agriculture) were
asked to (a),study the questionnaire and the teachers', administrators',
and students' responses to it; (b) confer with various persons in the
program; (c) observe program activities; (d) make recommendations.
(3) Report and Recommendation: The third party evaluation3 were
to summarize the evaluation and recommendations of those listed above,
in their report. Also included, in the report were to be suggestions
on timing, costs and strategies for implementing the recommendations.
The report was to be submitted to the Superintendent of the Helena
School District and to the project director.
84
BUDGET
The following budget amount represents the funds allocated for the secondyear of the project in the amount of $112,702.00 plus the carry overfunds from the first year of the project for a total of $174,485.00.
A. Personnel and Benefits $108,129.00Staff includes:
Project director, assistant project director, coordinatorfor dropouts, cooperative coordinator placement, mediaspecialist, three elementary counselors, project secretary,and three interns as well as teacher release time.
B. Travel and SubsistenceIncludes:
20,810.00
Consultants, project staff, advisory committee members,board of trustee members, and student field trips.
C. Supplies, Materials, Communication, Servicesand Reports 29,947.00
D. Equipment 7,100.00Includes:
Single concept machines, reader printers andvideo tape
E. Evaluation 8,499.00
85
CONTACT PERSON AND VISITATION TIMES
Contact person:
Visitation times:
J
Mr. Roger E. Baueror
Mr. Glen ThomasHelena Vocational-Technical Center1115 North RobertsHelena, Montana 59601(406) 442-0060
Ple#se contact Mr. Bauer orMr. Thomas at least two weeksin advance
86
HOLYOKE SCHOOL DISTRICT Re-1JHolyoke, Colorado
Documentation of Career Education Program
Site Team
Eldon E. Ruff, LeaderVerne Laws
Blanche NechanickyMollie W. Shook
87
INTRODUCTION
Holyoke, Colorado, is a small community located in the northeast
corner of the state. Bordering on the Nebraska wheatfields, Holyoke
rests in a setting of rolling hills and fields dotted with grain eleva-
tors. The area around Holyoke is primarily devoted to ranching and farm-
ing and much of the town and its surroundings is engaged in agriculture
or related industries. The availability of postsecondary education in
the area is rather limited. Holyoke is 180 miles from Denver and over
100 miles from Greeley. the site of the University of Northern Colorado.
There is not even a technical institute or community college within a
convenient commuting distance from the town.
The Holyoke School District operates two schools, an elementary
school containing grades kindergarten through eight and a high school.
The total school population is 707 students with 463 of these in the
elementary grades. There is a staff of 46 persons to serve these stu-
dents. The Career Education Program currently in place in the Holyoke
district is designed to encompass all the students in the system. At
tne present time, all students in the elementary school are involved in
the career Education Program and approximately one-third of the students
at the high school level are involved,with a projected date of the end
of the 1972-1973,school year fixed as the target date for total student
involvement.
The genesis of the present program was in the community's own
recognition of a for a change in the traditional academic format
of their school to some program which would better serve the needs
of all the youth in the community. Impetus for the specific plan for
88
career education in Holyoke came from a workshop on career education held
at the University of Northern Colorado which was attended by the super-
intendent and a group of staff members from Holyoke. In addition to the
inputs from the workshop, assistance was obtained in planning from the
State Department of Education in Colorado including such things as the
results of a statewide vocational interest survey and the assistance of
state department staff members in the preparation of the proposal.
89
GOALS AND OBJECTIVES
The overall philosophy of the school system demonstrates a com-
mitment to the concepts underlying career education. Formal policy
statements have recognized the school system's commitment to equality of
educational opportunity as a part of the belief in the worth and dignity
of the individual. They have also explicitly recognized the role . -he
school system in developing the knowledge, skills, attitudes and under-
standing essential 1-o earning a living in modern society. Several ex-
cerpts from the school system's policy book make clear the extent of the
commitment to career education concepts.
It must be recognized that all educational forces are notfound within the school. For this reason the school, the home,and the community work together, to effect the best possible edu-cational experiences. The development, therefore, of close rela-tionships with these agencies is a principle concern of theschools.
The school is responsible for helping to guide youth into worth-while vocations, developing manipulative and technical skills,acquiring general business knowledge, gaining understanding ofcivic and occupational rights and responsibilities, and buildingwholesome human relationships with the result that the individualmay become self-supporting economically.
The specific mission of the career education program approved by
the board states:
The mission of Holyoke School District Re-IJ is to help eachstudent to achieve the highest possible degree of enlightenmentand competence which will contribute to a satisfactory and usefullife in the world of work.
To accomplish this mission the district shall provide an en-vironment which stimulates each student to acquire those atti-tudes, habits, skills, and understandings necessary for his suc-cess in the world of work.
The initial proposal for the Career Education Program at Holyoke
outlined a number of specific objectives which should.be undertaken to
90
accomplish the program's mission. The objectives were designed to be
integrated into the school system at all levels, kindergarten through
grade 12. In addition to stating the objectives, th initial proposal
also outlined suggestions for their implementation. At present, ten
specific objectives have been outlined:
To help each student to --1. Develop a realistic and positive self-concept.2. Develop an adequate and positive perception of others.3. Develop proper work attitudes.4. Understand the relationships of work to society.5. Gain skill in career planning.6. Acquire adequate occupational information.7. Understand basic technology.8. Begin occupational training.9. Establish realistic primary and alternate goals.10. Obtain job placement with follow-up measures.
91
EDUCATIONAL PROGRAM
The educational program for career education at Holyoke reflects
the small, rural nature of the school system. With limited funds and a
limited variety of local job opportunities for the students, the offer-
ings the school system can make in the skill training areas are limited
to agriculturally related courses and business. Outside of these areas
there are neither the students nor the funds available to justify the
organization of specialized technical courses. To circumvent this prob-
lem, the school system has elected to use the resources of the community
to provide specialized or.- the -job training for its students
The Career Education Program is designed to provide different
emphasis at varying grade levels. At the earliest levels, kinder-
garten through grade three, the emphasis is on the local community and
work with the program aimed toward the formation of healthy attitudes
toward work. In grades four through six, the program is expanded to
explore the interrelationship between all communities and work. Grades
seven and eight are devoted to developing a positive self-concept in the
student and to assisting him in the tentative choice of an occupational
direction. Finally, in the high school years the program aims at skills
training, on-the-job training, and career selection.
The Elementary Program
The program at the elementary school level takes an activity-
centered approach. Throughout the elementary grades, community resource
people are involved as speakers and in organizing field trips. Students
92
are guided in the development of career notebooks, and learn through par-
ticipation in simulated work experiences in the classroom such as oper-
ating a grocery store.
In the elementary grades, students have been directed in the con-
struction of posters showing various kinds of working people In the com-
munity. They also learn both academic and work concepts through the dis-
assembly and reassembly of a bicycle and a power lawn mower. Through this
activity the students were able to learn such things as the names of tools
and their uses; the concept of fractions through the use of different
sized tools; the concepts of gears, pulleys, bearings, and other basic
mechanical components; and they also learned about cooperation by working
in teams which had responsibility for various parts of the disassembly and
reassembly functions.
In the sixth grade, activities included the study of the canning
industry. In connection with the discussion of the industry, students
made their own cans. They were responsible for cutting out the tin pieces
from a pattern, soldering the pieces, and then testing the assembled can.
Eighth-grade students explored various careers by making movies of
jobs and occupational areas in their community. In this, the student's
activity actually serves as a resource for the program since the completed
sound movies become an additional resource in the career library available
to the school system.
The High School Program
The methods and activities being employed in the senior high school
include career literatLre and audio-visual aids in a special career edu-
cation library, some field trips to business and industry, exploratory
93
work in clusters of occupations under industrial arts, home economics,
business education, agriculture and a building trades teacher. Spe-
cialized vocational programs are offered in agriculture and business
education. In the latter, junior and senior students work under super-
vision of the vocational education coordinator, All students receive
grades on their work in the establishments where they work and where
enough time is given to such experiences, receive school credit.
The school itself is also used as a station for on-the-job experi-
'ence. Students are employed as teachers' aides and provide typing and
clerical help in the offices. Of the 244 students currently enrolled in
the high school, 210 will have had some on-the-job experience before the
end of the 1972 school term.
The academic teachers at the high school level have evidenced coop-
eration in the program as well as the vocational education personnel.
Many of the academic teachers have been active in finding ways to relate
their subject matter to the students' on-the-job experiences.
Guidance and Placement
The guidance function has been well integrated into program at
Holyoke. At the senior high school level, the guidance counselor is also
the overall director for the Career Education Program. This double posi-
tion facilitates both the program's implementation and the integration of
the guidance function. The counselor serves both the students and the
teachers in the Holyoke system. For students, he provides guidance toward
local job opportunities and counsels them regarding future educational
possibilities; for teachers, he provides a resource person in methods and
materials for operating the Career Education Program.
94
The elementary school counselor also selves as the World of Work
coordinator for his school. He serves as a resource for both students
and teachers and as he liaison between the school and the local commu-
nity in developing community resources for use in the elementary school.
The placement effort within the Holyoke Career Education Program
hes been limited thus far, at least so far as a formal program is con-.
cerned. This function is partially filled by the on-the-job training
segment of the program. Many students in this community will remain on
the jobs they experienced and about 507. will seek further education in
vocational or technical schools and college. Informal placement is
carried out by the high school guidance counselor and the practical arts
teachers,all of whom have gdod contacts in the community.
Program Features
There are several special features of the program at Holyoke which
deserve mention. At the elementary level, such features as the school-
produced movies, the lawn-mower project and can-making projects deserve
mention. In addition to these, students also study the operation of
knitting machines. Special high school features include flexible sched-
uling which allows for on- the -job experience while the students are in
school; the opportunity for teachers to use their own initiative in plan-
ning program activities; and a cold -care program organized for the sum-
mer which provides both work experience for students and a real service
to parents in the community.
95
ADMINISTRATION
Strong administrative support in the Holyoke program is evidenced
by (1) the active participation of school board and advisory board mem-
bers; (2) by the participation of the superintendent, both building prin-
cipals, the vocational director, as well as teachers and counselors, is a
two-week workshop on career education at the University of Northern
Colorado; (3) by the appointment of an overall World of Work coordinator,
an elementary coordinator and a secondary coordinator; and (4) by the
allocation of ample substitute-teacher funds so that teachers could be
freed to visit other programs in operation, prepare curriculum materials,
or carry out projects in conjunction with the World of Work program.
The goals and objectives for the career education program have
been developed for the overall K-12 school program and have been approved
by the faculty as a body. Within these guidelines each teacher nas been
free to develop learning activities which relate to his specific areas of
teaching. Prior to implementation of activities, however, written pro-
posals must be submitted to the program director. Each proposal must
include: (1) proposed project, (2) purpose, (3) objectives to be imple-
mented, (4) outline of project, and (5) costs.
The short-range plan of the program is to create an interest in
career education among faculty, students, parents and the community at
large,and to begin projects which will illustrate the concepts of career
education. The long-range plan is to effectively integrate career educa-
tion into all aspects of the school program at all levels.
96
PROGRAM RESOURCES
The career education program utilizes a wide range of personnel
resources. Six occupational areas within the school have lay advisory
committees. In addition, there is an overall lay advisory committee
for all the occupational programs plus a lay advisory committee for the
World of Work program. These committees include students. Great use
is made of local personnel for resource speakers in the school and in
their businesses and work experience supervision. Teacher aides and
volunteers are used extensively throughout the school to assist in carry-
ing out the program.
Inservice training has played an important role in initiating and
moving the program forward. Many of the staff including superintendent,
principals, counselors and teachers attended a two-week workshop at the
University of Northern Colorado to develop the initial framework for the
program. Since that time, the entire staff has been involved in a one-
day workshop at the University of Northern Colorado. School was dis-
missed for the day so that all the faculty and administration could
attend. A pre-school workshop was.held to emphasize career education and
in monthly faculty meetings career education projects are discussed. In
addition, the vocational advisory committee meets monthly for a breakfast
meeting where career education is emphasized. Teachers are also released
regularly to visit othe.: programs in operation in the area.
Not a great deal of physical change has been necPseary to imple-
ment the program. A career center was pro'iued in one section of the
library and a complete individual :afice area was constructed in one
97
corner of the business education classroom. In addition, many class-
rooms have developed interest or activity centers within the classroom,
The traditional straight rows of chairs does not exist in most class-
rooms and individualized learning activities are evident.
The current World of Work program is supported by both local money
and through a small grant from the Division of Occupational Education and
community colleges of the state. Evidence indicates that the program has
enough local support that the activities will continue regardless of out-
side funding.
98
PROGRAM-COMMUNITY INTERACTION
The channels of communication used to facilitate interaction with
the program include frequent articles in the local weekly newpaper, news
notes on the program in the school paper, slide and tape presentations
to community groups, resource persons invited to the school and advisory
committees employed to advise on specialized programs. Some of these
meet regularly, others on special call.
The school has a board of education vitally interested in this pro-
gram, and a special advisory committee for career education has recently
been appointed.
The school has held its first Annual Career Fair with extensive
exhibits for parents and employers to view. It has observed Vocational
Education Week with other displays, news articles and visits to business
and industry.
The career education program is linked with other sectors of the
community by a specially appointed advisory committee. Business and in-
dustrial establishments welcome students and staff members to visit their
places to observe the work conducted in them. They also cooperate in the
employment of the youth for on-the-job experience. Parents approve of
their children participating in such activities as part of their school
programs.
The role of parents, civic organizations, business and industry
and other community groups has been mainly to give wholehearted support
for this program. They cooperate with the superintendent and the school
99
staff to see that the new goals and objectives are being attained. Hope-
fully, they will help evaluate the program and suggest improvements as it
is further developed.
The special features employed in facilitating and rmintaining the
program and community interaction are (1) the large numb.:r of local citi-
zens on the advisory board and subcommittee, (2) the large number of busi-
ness and industry employers accepting students as learners in their estab,.
lishments, (3) the unusual interest of surrounding communities who have
heard about this program and are eager to visit it for ideas, (4) the
unusual assessment of job opportunities by students in the form of making
on-the-spot films and tapes, and (5) the positive outlook and anticipated
commitment toward the containued development and expansion of the program
on the part of the local superintendent and the board of education.
100
EVALUATION
The Holyoke schools used a World of Work questionnaire to evalu-
ate some of the processes and products of their career education program.
Holyoke K-12 staff members were asked to assess student interest, stu-
dent support, parental reaction, community awareness and support, staff
support,administrative support and financial support. The staff reported
that the project was strong in all areas except student benefit, community
awareness and community support.
BUDGET
1971-72 expenses:
Salaries $ 11,455Equipment 1,493Books and supplies 1,266Field trips 330
Es. (amounts rounded to the nearest dollar)
:act person:
CONTACT PERSON AND VISITATION TIMES
Dr. Dariel Clark, SuperintendentHolyoke SchoolsMorlan and Gordon StreetsHolyoke, Colorado 80734(303) 854-3634
Visitation time: Open, but please contact Dr. Clarkat least two weeks in advance
103
KERSHAW COUNTY SCHOOL DISTRICTCamden, South Carolina
Documentation of Career Education Program
Site Team
Samuel Osipow, LeaderRobert Balthaser
pry ReshAllen B. Moore
104
Olc
INTRODUCTION
Kershaw County, in the central part of the state, has a population
of 37,000. Approximately 9,000 persons reside in Camden, the county seat;
over 33,000 persons live within a I5-mile radius of the city.
A number of large industrial plants have been established in the
Camden area in recent years, including textile plants, chemical companies,
and garment factories. The average monthly manufacturing employment in
the county exceeds 6,500 and the total manufacturing payroll exceeds $45
million annually.
The Kershaw County School District has 20 public schools with an
enrollment of some 9,700 students. Twelve of the 20 schools are involved
in career education activities, one primary school, four elementary schools,
two middle schools, and five high schools. The largest school in the county
is the Camden Senior High School with over 1,700 day students enrolled while
the smallest is the Mt. Pisgah with a K-12 population around 200. The
participating schools facilities are arranged in a radius of ten miles from
Camden to serve approximeteAy 75% of the student population. The adult
population for the county includes over 8,000 persons with less than an
eighth grade education. A unique state model "Comprehensive Adult School"
provides occupationally relevant courses coupled with the usual adult basic
education courses in a vocational center environment.
The activities in the career education program can be divided into
career orientation, career development, career preparation and remedial
activities. Prior to the funding.of a Part D exemplary career education
105
project in 1970, the county had an extensive vocational education program
for secondary school students, as well as a number of vocationally- orielLted
special programs. The purpose of these programs was to prepare students
for careers. The career development activities K-10, were primarily
initiated after the Part D exemplary project was funded.
Expansion of the career development segment is planned to be ex-
tended to grades 9-10 for all students and in all schools. In addition,
construction of 30,000 square feet of vocational job training space has
recently been funded. Expansion of each level and component in the K-6
and the 7-8 levels would be made to include all teachers, including a
physical education project in Camden, involving inservice training and
expansion of a team-teaching program which is also using "Careers" as one
of its components.
106.
GOALS AND OBJECTIVES
A formal statement of the mission of career education in Kershaw
County was prepared prior to the on-site visit. Included in this statement
was the assertion that career education involves a comprehensive commitment
to provide useful education across all levels in the school system. The
program has applications in elementary, middle, senior, and adult education,
as well as special projects for handicapped individuals. To a great extent,
the program appears well integrated into the total school curriculum and
appears to be well accepted. Considerable effort has been expended to
develop programs to include frequently ignored segments of the student pop-
ulation, such as the handicapped or disadvantaged. In fact, considerable
resources have been invested in the latter areas and there is a great deal
of pride in the resulting program.
A number of goals established for the programs Include: develop-
ment of student potential, shaping work attitudes, fostering effective
self-understanding and human relations skills, and enhancing an information
based understanding of the world of work; helping students acquire either
marketable skills or those which will permit the student to obtain appro-
priate levels of higher education; up-dating old job skills for the indi-
vidual not regularly in school; reducing dropout rates; providing special
training for handicapped and disadvantaged individuals; providing vocational
guidance 4,11 counseling; helping place graduates on appropriate jobs; and
keeping career education programming in the county up to date and in line
with changing economic conditions. Also, a number of specific objectives
107
and activities were formulated for many of these goals. These objectives
and activities are too detailed for inclusion in this publication, however,
they have been published and are available through the school system.
The above goals are regularly and systematically assessed in a
number of ways. For example, data exist regarding changes in the dropout
rate since the program was initiated; research evidence indicating that
significant grade placement increases occur (based on achievement test
scores) also exists; also available is information collected regularly
about the number of students choosing vocational courses, teacher evalua-
tions of the program, student evaluations of the program and teacher
effectiveness (collected annually). In addition, the director personally
completes an evaluation checklist on the performance of all the key pro-
gram personnel annually, and the coordinators do annual evaluations of
their teacher personnel based on a minimum of two classroom observations
per year. These data are fed back to program planners with an eye toward
revising and shaping the program to keep it relevant, eliminating unneeded
or unproductive aspects, and planning for the introduction of new and more
desirable processes.
108
EDUCATIONAL PROGRAM
Grades One through Six
The career education program at the elementary level is supervised
by a coordinator whose role is to provide leadership, concepts, and inservice
training to teachers in the classroom. While no explicit theoretical ra-
tionale for the program exists, it does seem to operate on the basis of
several assumptions:
1. Career education activities that grow out of existing curricu-lar plans are most likely to be implemented effectively.
2. Teacher inputs are Cf fundamental importance.
3. The coordinator serves more as a consultant and resourceperson than as a director, though at times he activelystimulates program innovations.
A curricular guide for the elementary teachers have been developed
which evnlicates goals and teaching methods. The goals are for the children
to learn about the world of work, begin to explore major occupational
clusters, begin to find their place in the world-of work, and identify
and shape their talents and abilities in order to start the task of pre-
paring for finding employment. It is the plan that these goals will be
accomplished as an integral part of the elementary curriculum; though
currently, most activities concerning career development are segmented
and scheduled as part of some curricular unit, the.hope is that with time
the segmentation will disappear and the relevance of the entire school
program to career education will become evident.
The curricular model now in use suggests that at grade one empha-
sis be placed on transportation, agri-business, public services, health
109
services, and fine arts; at grade two, on marine science, marketing, busi-
ness and office occupations, communication, and health services; at grade
three, on environmental control, personal services, consumer and home-
making activities, recreation, and manufacturing. Grades four, five, and
six present a repeat at a more sophisticated level of the grades one, two,
and three topics.
Teachers are enjoined to achieve certaii specific objectives at
each grade level. For example, in grade one teacers 'emphasize the notions
that work satisfies many needs, is expected and valued by society, occupies
an important place in an individual's life; that school develops behaviors
and skills necessary for effectiveness in work, and people earn their living
in a wide variety of ways. By the fifth grade, the teachers are supposed to
show students the way geography influences career opportunities; how special-
ization operates; the role of science and technology in work; how one's
occupation effects his life style; the way that job skills are differentially
related to school subjects; how education and training can modify occupational
choice; how self-knowledge concerning abilities, attitudes, values, interests,
etc., effect career decision-making; and the responsibility each individual
has to make choices. The objectives for each of the six grade levels seem
to ouild effectively toward the next, leading the child toward the pre-
vocational activities occuring in the middle school with some background in
careers and the world of work which should make the pre-vocational activities
more meaningful to him.
110
Grades Seven through Ten
The Pre-Vocational program actually starts in some middle schools
at the 6th-grade level and continues through the 10th glade. Each student
is rotated through "choice areas" in several 12-week periods each year.
At least six areas are chosen and in some cases the student makes more
choices. Qualified teacher aides have been added tc the regular laboratory/
shop staff to assist in safety, project controls, clerical, and performance
activities. Industrial art shops, home economic laboratories, trade shops,
and office education laboratories are used. In the 9th grade, the program
moves seriously into the exploration stage including selection of certain
pre-vocational courses and subjects. This phrase is primarily elective.
Eighty percent of all students are exposed to pre-vocational programs between
the 6-10th grade.
The Career Exploration program flows out of the Pre-locational
efforts at the 9-10th grade level by curriculum choice and course choices
within the student's flexible curriculum. Summer programs are actually oper-
ated at the area vocational center for 9th grade and 10th grade stucents.
The Vocational Interdisciplinary Program (VIP) has taken two
directions under accepted counseling and evaluative conditions. The first
VIP approach is found in Camden High School as a part of a team-teaching
projezt. Each team develops career objectives within the usual subject
disciplines. The team establishes which teacher can take which career.
The climax of the project involves field trips which occurs after study
and discussion. At the 9th and 10th grade levels, this may take place
within existing shops if available, including trips to the area vocational
center.
111
A more unique application of the VIP approach is found in a junior
vocational center, which is located in L rural school, 7 miles from Camden,
producing and incorporating pre-vocational experiences, Vocational Rehabi-
litation, and Special Education services. The home school, district health
and psychological services, welfare consultants, and other agencies, plan
the educational program with parents and the involved child. The child
enters the Trades and Crafts (TAC) program in what is known as the "Junior
TAC" level. The students range in age from 13-15. In addition to the pre-
vocational area referred to earlier, students receive vocational training
coupled with academic training. Only two teach.rs are used for each group
of students: one vocational and the other academic, with the academic
teacher qualified in Special Education. One-half day with each teacher is
provided in such coordinated areas as masonry, home sewing, medical service
specialist, metal and drawing specialist, mechanic specialist, home cooking,
and food service specialist. The highest percentage of rehabilitation cases
are found among these students.
Students may be moved at any time back into the "mainstream" of the
regular school system and program, moved on to the "Senior TAC," or progress
into other vocational preparation areas when the staff, including the home
school principal, counselors and parents find achievement commensurate with
the new program requirements.
A Pre-Vocational Summer Program, "Occupational Technology," is also
available using a pre-vocational, work-study approach keyed primarily to
disadvantaged students.
Although field trips are an integral part of the programs, and some
work experience is provided for 14-15 year olds, almost all of the programs
112
are geared to school campuses. The experience centered of all three programs
is noteworthy, especially the TAC approach.
The expansion of the TAC program, the organization of the Junior
Vocational School, and student request for enrollment came out of the 1970
evaluation. Although several pre-post testing situations are utilized,
the final 1971 report indicated that the TAC program had a student achievement
record of 2.0 grade level growth compared with expected growth of .2. In
addition, whereas the county dropout rate for all students had been 51.1%,
the TAC students only experienced a 1971 rate of 3.5%.
Efforts are being made to improve the guidance and placement services
in the middle schools. Standard guidance services are being provided to
regular students, with additional Special Education and Vocational Rehabi-
litation counseling and evaluation. The correlation with and integration
of guidance into the Career program is being provided primarily by the Career
coordinator.
Placement of students is a major activity of the area vocational
center. A special project, "Operation: Job Impact," provides for a full-
time student placement coordinator and a part-time industrial liaison person.
Program placement is conducted through regular counselor activities for
everyone, including identified EMR, handicapped, and disadvantaged students.
The K-8 educational placement of these two services in Vocational Education
and other educational activitieskunique in this district.
Grades Eleven and Twelve
Kershaw County defines career education as a concept which encom-
passes many concepts of vocational education--career orientation in the
elementary schools; pre-vocational and career exploration in the middle
113
schools; preparatory and supplementary occupational training for adults;
guidance and placement services; special vocaticnal education for dis-
advantaged and handicapped students; job-skill training; guidance and
placement; inservice training; and cooperative and work experience pro-
grams.
are to:
The goals of the career education program at grade 11 and 12
1. develop the student's individual potential, proper workattitudes, pride in work, proper safety habits, personaldevelopment, and understanding of proper relationshipswith fellow workers;
2. provide high school graduates with marketable job skills;
3. direct qualified students to college or postsec/ndaryinstitutions for further training;
4. provide out-of-school youth and adults with continuousopportunity to develop and upgrade job skills;
5. motivate under-achieving students and reduce number ofdropouts;
6. provide suitable training for handicapped and disadvantagedstudents;
7. provide vocational guidance and counseling to students andprospective students and assist them in determining theoccupation for which they wish to be trained;
8. strengthen placement and follow-up activities; and
9. expand vocational offerings to new occupational fields.
Major emphasis on career education is centered around the ongoing
job-skill training offered at the Kershaw County Vocational Center under
the District Vocational Plan. This training is available to all students
in the county's five high schools and to out-of-school youth. It is also
available to adults. Students are transported from their home schools to
the Center for three-hour-block training each day in such areas as: Aero-
114
nautics, Automotive Mechanics, Building Construction, Distributive Education
(Cooperative), Technical Drafting and Des_3n, Industrial Electricity, Elec-
tronics, Graphics Communications, Health Occupations, Industrial Sewing, and
Office Occupations.
The Center, which was opened in 1968, has already expanded its
facilities to a number of small buildings which house vocational shops and
classrooms. These buildings were constructed entirely by students in the
Center's vocational programs. A new wing now under construction will provide
enlarged facilities for Industrial Technology, Food Service, Cosmetology, and
related fields. During 1968-72, over 1,500 high school students pursued
vocational programs at the Center.
Comprehensive Occupational Education is also offered in the county's
high schools under the District Vocational Plan and includes such programs
as vocational agriculture, consumer and home-making education; office occu-
pations, and pre-vocational training. Almost 3,400 students were enrolled
in these programs last year.
A variety of special programs have been instituted as components
of the K-12 exemplary career education project since 1970. An intensive
Training Component for 12th grade non-college bound students who have had
no vocational skills training was conducted for the first time in the
spring of 1972. A class of 13 students were trained in appliance repair;
the training was conducted at the Sears Store since the Center did not have
the necessary facilities and equipment for this training. It is anticipated
that business and industry will cooperate with the schools in continuing
inservice training if funds are not available for adequate training equipment
and/or staff.
115
A Work Experience Component for Vocational and non-vocational
students in the 12th grade provides part-time work experience, job-
related training, and job placement assistance. Two coordinators work
with the Center in carrying out this problem; 129 students were enrolled
during 1971-72.
A Vocational Interdisciplinary Program (VIP) for disadvantaged
and handicapped students uses team teaching to correlate job skills with
mathematics, English, and science. At the present time, this program is
United to basic machine shop skills and both boys and girls are enrolled.
The VIP program accommodated about 25 students during 1970-71.
A Student Placement and Follow-Up Component of the exemplary proj-
ect is designed to assist high school students in finding part-time or
full-time work and to assess the vocational effort through a follow-up
analysis of graduates.
A number of OVE-funded special projects, as well as ESA and other
funds, have enabled the county to provide additional and special types
of career education opportunities for high school students. One is the
summer pre-vocational Occupational Technology Program mentioned above;
another is a Trades and Crafts Program (Senior TAC) for 16-18 year °le,
disadvantaged and handicapped under-achievers, which provides individu-
alized instruction in a job-skill environment through an interdiscipli-
nary team-teaching approach. The Senior TAC program provides classroom
instruction in social studies, English, and mathematics which is inte-
grated with hands-on experience in small engine repair, clerical spec-
ialities, electricity, and sewing specialities. Academic teachers work
closely with occupational teachers in planning career-oriented
116
instructional units and materials. Senior TAC students graduate with
their regular high school classes after they have developed the required
job skills for employment and have obtained employment. This is a
multiple-funded program and some 90 students were enrolled it 1970-71,
120 in 1971-72, and 240 in 1972-73.
A Job Skill Training Program (JST-Sr. TAC), also an OVE special
grant project, concentrates on students whose performance success indi-
cates ability to benefit from directly related job-skill training in reg-
ular vocational education programs. Thirty students were involved in
this program in 1970-71, 60 in 1971-72, and 90 in 1972-73,
Operation: Job Impact, funded by OVE, is a special project
designed as a comprehensive student placement and work experience program
carried out in close liaison with business and community groups. This
project provides for services to 250 students.
The unique features of career education at the secondary school
level in Kershaw County are: the number and variety of funded projects;
the concentration on skills development; the career education provisions
for the disadvantaged and the handicapped; the growing range of voca-
tional education offerings at the Center; and the emphasis on job place-
ment which characterizes most of the career education programs.
The career education coordinator spends a good proportion of his
time in job development, a placement related activity, and does so
mostly on an individual, personal basis, Some programs, particularly
those for adults, are initiated directly on a demand basis by industry,
so placement naturally results. For example, one employer, noting a
117
shortage of manufacturing operatives, made one of his supervisors avail-
able as an evening instructor for a class, and subsequently employed
13 of 15 graduates.
ADMINISTRATION
The county-wide board of education, through the vehicle of the
Vocational Education Center and staff, has approved the submission of
projects for the various segments of the Kershaw Career Program. With
the development of the unified district, several activities of an admini-
strative nature have been supported, as well as cooperative facility
utilization and the structure of vocational education programming through-
out the district.
The policies of the board have been drafted and organized around
the acceptance of project funds (reported later in the resource section).
Building administration has been left to the principal in charge, yet con-
sultative services and program implementation have been centered through
the county-district office and the area.vocational center.
Career program administration includes elements structured under
the board, through the superintendent, and into the schools through the
project method. Various components of the career education model include:
Career Awareness, Orientation, and Development in the K-6 levels; Career
Exploration and Pre-Vocational in the 7-8 middle schools; Pre-Vocational
and Vocational Interdisplinary (Disadvantaged and Handicapped) along with
Career Preparation and Occupational Education at the high school level;
and Adult School offerings around basic education relevant curricula, Job
Skill Training (including an advanced diploma program that is unique), and
Recurrency Training.
119
The responsibility for managing the career education program has
been assigned to the Director of Vocational Education. Organization has
been handled through staff personnel with principals at the primary decision
point of program implementation. In addition to the regular job training
and vocational education personnel, three persons have been added to the
staff headed by a counselor-trained coordinator of the exemplary project.
Close interrelations are thus assured through vocational rehabilitation
personnel, special education personnel, and the two support persons on a
part-time basis specifically in careers and in industrial liaison. In
addition, a director interg under a state financed program was on-site and
utilized for support activities administratively during 1971-72.
120
PROGRAM RESOURCES
Personnel resources have been "add-on" projects for specific
additional costs in the career program under various titles from VEA68,
ESA, and others such as Emergency Title 45 and Special Education.
Except in the TAC program and Vocational Job Training and Homemaking
programs, the Career Program teachers have previously taught in the dis-
trict. Some local resources, as well as state funds, are beginning to
supplement the cost of operating this program.
The K-6 level program, and the TAC programs have had extensive
inservice programs for those teachers choosing to be involved. One
interesting feature was not only paying for time on inservice in the sum-
mer, but also contracting with each teacher, to pay for completed units
of study in career education.
Physical resources have been of the supplemental nature in the K-6
program with materials, supplies, tools, and AV materials. At the 7-10
level, supplemental equipment and up-grading of shops and laboratories
have predominated. At the 11-12 and adult level, various facilities
are being expanded, supplemental equipment provided, and an additional
30,000 square feet of job-training space is being projected for the area
vocational center.
Through the industrial coordinator and other related personnel on
the county-wide staff, cooperative arrangements with business and indus-
try has been superb. The vocational education director's previous busi-
ness experience within the community has helped provide the leadership
and experience necessary for the structuring of the programs.
121
Most of the community resources have been obtained through the
regular Vocational Education Advisory Committee for Kershaw County
compcsed of the community leaders. Its impact is easily seen in the
more than 1,140 adults who have participated in adult courses in connec-
tion with employer sponsored programs.
The total vocational program, career program, adult program, and
other "career" identified projects require 10% of the county district
budget. Of the total career budget, only 18% is local funds with the
balance coming from state and federal sources, The district's budget
incorporates 18% federal funds, 40% state funds, and 42% local funds.
The primary impetus of the career program is initiated by project
funds. Each year the local district is picking up some of the activity
and costs. Some programs are so unique that the school is funding expan-
sion under rotary fund operations, under close industry relationships,
and very serious project grantsmanship. The career development activi-
ties have been brought together with two modest grants in the total
career education program.
122
PROGRAM-COMMUNITY INTERACTION
The Vocational Education Advisory Committee for Kershaw County
formed in 1968-69, consists of a group of approximately 16 local people
representing a wide range of local industries, downtown businesses, age
groups, members of health occupations and programs, and people from
around the county at large. To date, the organization has been informal
but effective. The program director has been successful in calling upon
members of the council for aid in specific projects or problems and they
have given their time and ideas freely. One senses a strong positive
feeling from the council members, and considerable interest in the pro-
gram. These contacts have been developed and maintained through a vari-
ety of procedures, including personal contacts, job development work,
and the establishment of relations with the Chamber of Commerce. For
example, when the Chamber brings in potential industies to the area to
investigate sites, the program director is generally on the schedule to
discuss training opportunities and the availability of skilled manpower.
Students are involved in the community relations effort by means
of their membership in various occupational clubs, such as the Distribu-
tive Education Club, the Future Farmers of America, Future Homemakers
of America, and a new proposed group named the Junior Engineers Techni-
cal Society.
In addition, a number of working relations are established with
a variety of official agencies such as the County Health Unit, which
works closely with the personnel of handicapped program; the County
123
Mental Health Society, which provides supervision for some individual
peychological testing; the Office of Economic Opportunity, with whom
some collaborative training programs have been conducted; the Merchants
Council, with whom an informational evening program was run in 1969;
some nearby penal institutions for whom job training for prisoners has
been made available via. the adult education program; and the Office of
Employment Security, which collaborates in testing and placement activi-
ties, and vocational rehabilitatiln among others.
124
EVALUATION
The career education components in Kershaw County are being
evaluated in several ways. .nird-party evaluations are being made of
the Exemplary Program and the Vocational Handicapped Program. The eval-
uation of the Exemplary programs consisted of three segments: the pro-
grams' relation to Part D of the 1968 Amendements to the Vocational
Education Act, a process evaluation, and a product evaluation.
To evaluate the extent to which the program reflected the purpose
of the legislation setting up exemplary programs in career education,
the goals of five components of the exemplary programs were compared to
a set of guidelines pinpointed by Grant Venn, the Associate Commissioner
for Adult, Vocational, and Technical Education. The conclusion drawn
from this comparison indicated that the programs had generally remained
faithful to the legislative intent.
The process evaluation was performed by a team consisting of
three experts in career education. They assessed the extent to which
the desired procedures had been successfully established. Their con-
clusions, in the form of a rating scale, indicated that all the compon-
ents except the Vocational Interdisciplinary Component had been success-
fully implemented.
The National Center for Occupational Education at North Carolina
State University performed a product evaluation of the five components
of the career education program. Products were evaluated by measuring
the extent to which the program's product objectives were achieved. In
most cases, a product objective was attained when the treatment group
125
did significantly better than the students in the control group. Data
gathered to measure objectives was collected on knowledge of occupations
and occupational environments, student and teacher attitudes toward
career education, student involvement in various components of the pro-
gram, attendance rates, dropout rates, student self-concept, student
attitude toward others, academic achievement, attitude toward education,
and student interest in postsecondary training,
Different instruments were used to measure the students knowledge
of occupations and the occupational environment. At the primary level,
each student listed all the occupations he knew, the occupations of the
members of his immediate family, and as many good work habits as he
could. At higher grades, students demonstrated their knowledge of occu-
pations by means of the Occupational Cognizance Test, developed at
Stanford University, and the P.EC,E. Knowledge Test. A 25-item untitled
Attitude Scale was developed to measure the positiveness of one's atti-
tude toward career education. The Education Scale, a 22-item, Likert
type scale developed by Rundquist and Sletto, was used to measure the
positiveness of attitudes toward education, A 64-item, untitled Atti-
tude Scale was used to assess the positiveness of student attitude
toward others and themselves. Student achievement in language arts and
mathematics was measured by the Metropolitan Achievement Test, while
achievement in electricity, electronics and applied science were measured
by the Ohio Basic Trade and Industrial Education Achievement Test. None
of these instruments revealed any consistent significant difference
between the treatment and control groups, however, dropout rates and
absentee rates were higher in the control groups,
126
The achievement of the Vocational Handicapped Program was measured
by school records, achievement tests and a number of attitude scales.
Comparisons made between the treatment group and a matched inside control
group led to the following conclusions:
1. Dropout rates were significantly lower in the treatment group.
2. Achievement in language arts was significantly higher in thetreatment group.
Separate evaluations were also made of the Senior Job Skills Train-
ing Program, the Comprehensive Adult High School Model, Occupational
Technology Summer Exploratory Vocational Program, Operation Job Impact,
and other programs. These evaluations relied on enrollment figures, num-
ber of job placement, degree of student exposure to career education
courses and a number of attitude inventories. In general, it was con-
cluded that these programs are attracting a large number of students,
lowering dropout rates, stimulating community interest and helping stu-
dents objectively select careers.
127
Contact person:
CONTACT PERSON AND VISITATION TIMES
Mr. J. Clyde Walton, SuperintendentKershaw County School DistrictKershaw Area Vocational SchoolCamden, South Carolina 29020(803) 432-9081
Visitation times: Please contact Mr. Walton atleast two weeks in advance
128
KNOX COUNTY SCHOOLSKnoxville, Tennessee
Documentation of Career Education Program
Site Team
Gordon I. Swanson, LeaderB. E. ChildersMollie W. Shook
129
INTRODUCTION
Knox County, Tennessee, is located in the eastern portion of the
state, at the foothills of the Appalachians. The county encompasses an
area of about 560 square miles with a total population of 276,293, and
presents a varied demographic picture. The largest city of Knox County
is Knoxville, the home of the University of Tennessee. Nearly two-thirds
of the county's population res'des in Knoxville with the remainder scat-
tered unevenly about the county. Occupational opportunities range from
agriculture to various industries, the Tennessee Valley Authority and
the University.
There arc two school systems in the county; one serving Knoxville,
the other serving the remainder of Knox County. The Knox County Career
Education Program is currently being operated in the schools of the Halls
Community area in northern Knox County, an area which is predominately
rural and agricultural. Four schools are involved in the program; Halls
Elementary School with 714 students, Halls Middle School with 881 stu-
dents, Halls High School with 965 students, and Greenhill Elementary.
All students in these schools participate in the Career Education Program.
Prior to 1970 there were offerings in vocational education courses
in the high schools of Knox County. Since 1966 ninth-grade students have
been offered an elective course in career orientation.
The career education program K-8 was begun in September, 1970, with
funds from Part D funding. New federal funds from the Commissioner's Part
C funding will he used to establish a new career education model for south
Knox County
130
The emphasis of career education for K-8 began after Knox County
Public Schools was invited to submit a project proposal to the Tennessee
State Assistant Superintendent for Vocational Education for a 1-12 career
education project. The Knox County System was funded.
The original proposal was developed and submitted to the Tennessee
State Department of Education by the Director of Guidance, the Director
of Vocational Education, curriculum supervisory staff for the elementary
and secondary levels, and he Director of Federal Projects.
131
GOALS AND OBJECTIVES
The goals and objectives of the Know County program are described
in the Educational Program section of this report along with the descrip-
tion of the instructional program. A general overview of these are as
follows:
Elementary Level
A. General Goals
1. To relate the curriculum t, the world of work.2. To insure that each student can relate the world of work
to himself..
3. To allow each student to discover the social/intellectual/psychological competencies for success.
B. Implementation of Goal's
1. Emphasize self-concepts including numerous success experi-ences for children,
a. Make sure that teachers are aware that "success" experi-ences are essential
b. Insure that students, value themselves
2. Develop attitudinal framework for:
a. Decision-makingb. Leisure timec, Dignity of work
C. Provide Occupational Information
1. Refocus existing curriculum.2. Provide career "corners" in each classroom.3. Use parent and community resources.
Middle School Level
A. General Goals
1. Develop self-concept.2. Create experiences (use of tools, etc.).3. Provide occupational information.
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B. Implementation Goals
1. Provide career instruction in all subjects.2. Use career learning laboratories for job cluster informa-
tion.3. Focus on contemporary arts.
a. Shopb. Home artsc. Artd. Dramatic arts
Upper Secondary School
A. General Goals
1. To give each student an opportunity to acquire job entryskills in one of twenty occupations.
2. To receive placement services beginning at the ninth gradelevel.
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EDUCATIONAL PROGRAM
The intellectual base of the Career Education Program in Knox
County, Tennessee, is the concept that the student's school experiences
are viewed as preparation for life as opposed to learning of facts. Earn-
ing a living is the prime focus.
The premise is that work has potential for meeting more than just
economic needs. Work has personal relevance in providing for social
interaction, personal dignity, and self-identity. It is a determining
factor in life style, and a means of contributing to self-fulfillment.
The value of work is the self-esteem, the initiative, and respect placed
on the work one does in an occupation. It is pride and dignity that gives
an individual his particular place in the world.
The aim of the career-centered curriculum is to provide the skills
needed in life: (1) Sociological, the ability to adjust to change and
participate in determining the direction of change, as well as the involve-
ment in local, state, national, and international concerns; (2) Psychologi-
cal, to help the individual in achieving self-awareness; and (3) Occupa-
tional, the opportunity to gain skills with which to earn a living.
The program is in a K-12 setting and is available in two elementary
schools (K-4), one middle school (5-8), and one high school (9-12). This
is a pilot program available in only one section of the county. Eventually
the program will be provided in all schools in the system; a second model
for the adaptation of career education into the Knox County curriculum is
being considered for southern Knox County.
The objective of the program is to provide a curriculum designed
and implemented from the kindergarten through the twelfth grade, while
the students are in the mainstream of education to achieve these goals:
(1) a positive self-image, (2) acceptance of responsibility for one's be-
havior, (3) ability to make decisions by using techniques of problem
solving, (4) ability to get along with people, and (5) possession of knowl-
edge about and understanding of the ever-changing world of work, along with
skills and know-how to secure and hold a job.
The program is designed to provide an educational system which will
meet the needs of all students until they are prepared to enter gainful
employment as contributing members of society. The program is being im-
plemented at each grade segment in four sections.
Career Awareness (Attitude)
The curriculum is designed to assure quality in technique, equip-
ment, and instruction to reinforce public appreciation for occupational
education programs through diversity of opportunities and the essential
dignity of every career aspiration which relates that there is no aristoc-
racy of occupations and that all things that are honorable and have to :le
done are worthy of being undertaken.
A. Provide experiences which will enable students to gain fullerawareness and appreciation of the occupational opportunitiesgrowing out of the particular subject and the nature of theroles played by workers in their occupations.
B. Contribute to the students' testing of reality by showing therelationship between the requirements of these occupationsand the education or training needed to meet them.
C. Develop attitudes of respect for an appreciation of the socialusefullness of all types of work to which the subject may lead.
Vbs
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Career Exploration
Studies relating to the goals which are closely tied to the world
of work and which explore spectrum of opportunities to acquire important
skills and knowledge are a must in the curriculum.
A. By exploring occupations and relating school work to thoseoccupations.
B. Exposing the student to a multitude of occupations.
C. Pointing up jobs that are suited to the interests,values, andabilities of the student.
D. Providing studies of job families for the student.
E. Designing the curriculum to relate job opportunities to sub-ject areas.
Career Orientation
In the world of work, each new idea produces dozens of new skills
which someone must learn. These skills generate other ideas from which
will spring newer skills. As this multiplier effect continues, thousands
of job categories are added. There is still need for laborers, handymen,
maids, general office help, and semi-skilled workers. But demand for such
workers is declining while the rising demand for highly skilled technicians
and semi-professional specialists begins to sound like an ultimatum, so
that more and better occupational education must be offered and the proper
role of preparation for the world of work in the educational process must
be recognized and understood.
A. Provisions are made for the student to explore the world ofwork in more depth and to begin preparation for developmentof knowledge and skills in more specific job families.
B. The curriculum 'includes orientation to occupational awareness.
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C. Experiences in selected locally oriented occupational needsare provided so the student may determine his aptitude aswell as interest in these occupations and so he may choosean occupational field suited to him as an individual.
D. Provision is made to introduce skills and knowledge neededto take advantage of the job entry program in high school.
Career Preparation
The students find their way into jobs which match their abilities
and aspirations and will not be left dangling between an aspiration for
a college education and an opportunity for gainful employment which often
leaves many youth unemployed and trapped in poverty or working at jobs
below their capacities.
A. A program of counseling and guidance follows closely the stu-dents' program. The counselor understands the performance ofthe individual student and aids the student in seeking employ-ment or future educational training which serves the student'sinterests and abilities.
B. Students explore occupational interest in order to determineability and aptitude.
C. Skills, knowledge and attitudes needed for a chosen occupa-tional field are developed.
D. Students have aid in seeking employment opportunities in theoccupational area in which they have been trained.
Educating for occupational development is not the exclusive job of
any one person on the school staff. All share the responsibility--coun-
selors and teachers alike. In the final analysis success depends on the
classroom teacher and the part he/she plays. The methods by which occu-
pational information can be introduced in the classroom are limited only
by the ingenuity of the teacher.
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Primary Grades (K-4)
The child in the primary grades has experiences studying his fam-
ily, his class and the school. This will help him understand himself,
relate to others and develop appropriate attitudes toward the world of work
and toward himself. Activities will stress:
A. Appreciation for all kinds of work through contact with work-ers, by means of field trips, resource persons, etc.
B. Decision-making by giving the student an opportunity to make hisown choice.
C. Self-development by giving the student an opportunity todevelop willingness to try.
D. Positive self-image by presenting the student a wide range ofactivities and developing a willingness to try several thingsand take responsibility.
E. Developing pride in work by following directions and the rulesof the game which will lead to success for a job well done.
Middle School (5-8)
These students are ready to see the occupational world as more com-
plicated than the concept of a world of work made up of community helpers.
They are exposed to a multitude of occupations. They explore those jobs
that are suited to their interests, values and abilities through:
A. Exploratory laboratories which give experiences related to life.
B. Development of self-expression through interest in job families.
C. Presenting opportunities which allow for students to make deci-sions and take responsibility for their own behavior.
D. Activities designed to create the ability to get along withother people.
Secondary Schools (9-12)
The high school phase is an extension of the objectives sought at
the primary and middle school levels. Provision is made for the student
138
to explore the world of work in more depth and to begin preparation
for development of knowledge and skills in more specific job families
by:
A. Developing instructional materials relating to career andskill development.
B. Developing an orientation program to give the'student a widerange of experiences and information in relation to his'interest values and abilities.
C. Providing summer job experiences.
D. Creating a cooperative job placement program which willprovide on-job-training in areas of interest.
E. Establishiug a follow-up procedure to aid and assist studentsin additional training possibilities and job opportunities.
Evaluation instruments have been administered to all faculty mem-
bers of the four pilot schools, a sampling of parents, all students in
the middle school, and a sample of 9th grade students and all students in
the 10th and 11th grades. On the basis of these tests a positive atti-
tude toward the program was evident. Continuous assessment is conducted
by the project staff, administration, and faculty of all schools. Regu-
lar meetings are held to determine if goals are being achieved and when
additional assistance is needed.
In formulating ways by which to get at the business of evaluation
of this first year of operation, the staff decided on a self-study using
the stated objectives of the project and following an outline which con-
sists of guiding principles, commendations, recommendations, and plans
for the future. When this self-study is completed, a team of consultants
will be called in to.evaluate the project in terms of the self-evaluation
and their evaluation as they see the project.
Guidance services are provided by full-time counselors at the
middle school and high school levels. In addition, every teacher gives
139
personal counseling services to students as needed. A full-time guid-
ance resource specialist is provided as a part of the project staff to
aid teachers, locate resource materials, and to assist in developing mate-
rials to help students make occupational decisions.
The placement of students is considered an important and essential
part of the project, One full-time project staff member works in this
area. This person serves as liaison between teachers, counselors, employ-
ers, and the students. He assists in recruiting, placing, supervising,
and follow-up of students. He provides placement services for students
needing part- or full-time work.
The career education concept is fully integrated into the curricu-
lum, therefore there is no way to measure a clear deliniation of time
allotted to each grade segment. The use of career resource centers and
career centers makes resources available for full utilization of all
staff.
There are seven full-time staff people in career education. Each
of these spend full time in career education. In addition, the princi-
pals and teachers allot a substantial portion of their time to this func-
tion. The staff includes a director, curriculum specialists, guidance
resource specialists, and job placement coordinators.
The unique features of this project include full involvement of
all teachers in the four pilot schools, an integrated career education
program into the regular curriculum, career orientation and exploration,
a career laboratory for the middle school, and a comprehensive high school
with diverse skill training.
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ADMINISTRATION
The Board of Education and the county superintendent give strong
and enthusiastic leadership to this program. The project director and
other leaders involved in the program have managed program growth which
relies on astrong, decentralized, and effectively focused effort.
There is a great deal of opportunity for and evidence of innova-
tion within the program. The nature of "svcc- in experiences for stu-
dents is an example. It is an implied them e: the program to which all
teachers can and do contribute.
The program has moved rapidly. It relies on lines of communica-
tion with institutions of higher education and its program of evaluation
involves the State Research Coordinating Unit. Leadership and responsi-
bility is accepted throughout the system.
141
PROGRAM RESOURCES
There are seven full-time staff members employed in the project.
In addition, the administration of the four schools give a portion of
their time to implementing the project. There are two. clerks available
full time, also.
Inservice programs were provided for all teachers during the sum-
mer preceding the implementation of the project. In addition, regular
sessions are held in each school to provide assistance in the develop-
ment and utilization of materials. A continuous program of inservice is
provided to teachers by the resource people of the project staff.
A building on the campus of the middle school is provided for the
project staff. In addition, a career laboratory is available for the
middle school and an explanatory laboratory is available at the high
school. Each classroom in the elementary schools has a section allotted
for a career education corner.
Community resources are utilized in the project through an advi-
sory committee made up of community leaders, parents, and teachers. In
addition, a survey has been conducted in the community to identify re-
source people to work with classes. Many field trips are also made to
provide interaction of students and schools with businesses and indus-
tries of the area. An open house is held at each school to disseminate
information about the career program.
The long-range plans for the project are to expand the program this
next year into an additional four pilot schools in another part of the
county. Eventually the system will be universal for the entire county.
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PROGRAM-COMMUNITY INTERACTION
Extensive use is made of advisory committees and other relation-
ships with the community. Parent volunteers are used in the instruc-
tional program both in and out of the classrooms.
An interesting feature of the progratu is the ongoing program of
the school which involves almost every grade level to make its unique con-
tribution to the construction of 2-3 houses each year. The houses are
sold and a fund is created to continue the activity the following year.
Included in this program is the need for close interaction with commu-
nity individuals and groups involved in the construction industry.
143
EVALUATION
The Tennessee Research Coordinating Unit for Vocational Education
conducted a third party product evaluation of the Knox County Program of
Contemporary Curriculum Development. Several instruments were used to
obtain infdimation necessary for the measurement of the extent to which
the product objectives had been attained. Datawas collected on the
student's knowledge of occupations (grades 4-9), teacher work experienze,
parent and commnity participation in school activities, teach attitudes
toward occupational education, parent attitude toward occupational educa-
tion, student self-concept and student cooperation. The questionnaires
were administered one time to a sample of the participants in the program
and a control group composed of teachers and students in nonparticipating
schools within the Knoxville SMSA. Means were computed for the treatment
(experimental) schools and the control group schools. Conclusions were
based on the evaluators' inspection of the size of the differences of the
means in the respective groups instead of statistical tests.
The following list describes .ne instruments used by the evaluation
staff and the conclusions they have reached:
1. To measure the student's knowledge of occupations, students
in grades 4 through 9 completed a checklist of 83 occupations by checking
each occupation with which they were familiar. From an analysis of the
completed questionnaires, the evaluators concluded that the control group
students possessed as much knowledge of occupations as did the students
enrolled in the treatment (experimental) schools.
144
2. The occupational history of the teachers was determined by
asking teachers to list all the jobs they have held since age 12. No
relationship was observed between the teachers past work experience and
the students knowledge of occupations.
3. On the basis of interviews with teachers, it was learned that
parent and community participation in school activities was low in all
the schools except one treatment school.
4. The teachers' attitudes toward career education, as measured
by a 20-item attitude scale, were generally equally positive for all
teachers except those in the ninth grade where the treatment teachers
held somewhat more favorable attitudes than their counterparts in the
central group.
5. A twenty-eight item occupational education attitude scale was
completed by randomly selected parents of treatment and control group
students. The parents from the treatment school had a slightly more
positive attitude than the parents from the control schools.
6. The seld concepts of students (as measured by self-concept
inventories) at the control schools was slightly higher than the self
concept of students at the experimental school.
7. Sociometric choices were analyzed in the treatment and
control schools in order to get an indication of the degree of student
cooperation in classroom activitives. The evaluation concluded from
this analysis that the experimental program was effective in promoting
cooperativeness and the sense of working together among students.
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BUDGET
1971-1972
Personnel $ 87,308.00
Employee Benefits 5,768.00
Travel 6,540.00
Supplies and materials 6,000.00
Communication 1,700.00
Services 12,284.00
Equipment 4,000.00
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Contact person:
CONTACT PERSON AND VISITATION TIMES
Mr. Bruce Hinton, DirectorVocational EducationKnox County Board of Education400 W. Hill AvenueKnoxville, Tennessee 37902(615) 525-6261
Visitation times: Please contact Mr. Hintonat least two weeks in advance
147
LAWRENCE UNIFIED SCHOOL DISTRICT #497Lawrence, Kansas
Documentation of Career Education Program
Site Team
B. E. Childers, LeaderJames Lipham
Blanche NechanickyMollie W. Shook
148
INTRODUCTION
The Lawrence Career Education Program involves all of Lawrence,
Kansas, and the surrounding vicinity. (Lawrence Unified School District
#497.) Lawrence, located 39 miles west of Kansas City, Kansas, has 17
elementary schools with a total enrollment of 4,274 students, three
junior high's with a total enrollment of 1,798; and one senior high with
an enrollment of 1,719. There is also one parochial school in the city
with an enrollment of 180. The total number of students including the
parochial school is 7,971.
Prior to January 1, 1970, there were vocational programs in Dis-
tributive Education, Office Education, Cooperative Industrial Training,
and Vocational Auto Mechanics, but not the career education emphasis as
is now in operation.
Career education in Lawrence unofficially began when the super-
intendent, as a member of the State Advisory Council for Vocational Edu-
cation, became aware of funds available for exemplary programs. When
career education became the focal point, the administrative staff saw
these funds as an appropriate opportunity to begin an exciting new
endeavor. The program was initiated for the 1970-71 school year.
A committee was established to organize the program. A director
was appointed and the first full-time staff member began work on March
1, 1971. Two additional full-time staff members began work April 1. To
date, there are four full-time and two half-time staff positions.
149
GOALS AND OBJECTIVES
The prevailing educational philosophy of the school system, as
stated in the Board Policy Handbook,is that the individual should be
accepted into the educational program as he is and that he should be pro-
vided with a stimulating environment and opportunities for learning expe-
riences designed to develop him intellectually, physically, socially and
emotionally--to his optimal level. They further believe that the devel-
opment of each individual's abilities should lead to change in his be-
havioral pattern that will increase his capacity to be a self-sufficient
person and a responsible citizen.
In the practical application of this philosophy, they seek to
achieve the following goals:
1. To develop in each child an understanding and appreciation ofthe forces and ideals that are basic to the American way of
life.
2. To develop in each child a sense of his personal opportunitiesand responsibilities as a citizen of his community, state,nation, and the world.
3. To develop in each child an understanding of the physical,social, and economic world in which he lives, and to assisthim in adjusting to his surroundings.
4. lc encourage and stimulate children and youth to think clearly,logically and independently.
5. To encourage children and youth to respect integrity of workand deed, to appreciate the dignity and worth of other indi-
viduals and groups.
6. To give to each child, insofar as his abilities permit, asound mastery of the tools of learning and communication, suchas reading, writing, arithmetic, the use of written and spoken
language.
150
7. To provide flexibility in the curriculum so that the gifted,the typical, and the handicapped may be prepared for effectivecitizenship and service, whether the child enters a vocationfrom secondary school or continues in schools of higher learn-ing.
8. To provide physical education and health services so that everychild will have, as far as possible, robust health and theknowledge and desire to safeguard it.
9. To prepare children psychologically for well-balanced sociallife and for the creative use of their leisure time.
The general statement of philosophy of the district reflects sev-
eral desirable stepsIn career education: acceptance, development of poten-
tial, and arrival at self-sufficiency which in our society includes the
ability to hold a paying job. Within the specific objectives, number five
and number seven stand out. Number five refers to the respect and integ-
rity of work and the worth of all individuals; seven touches on the neces-
sity for meeting the ultimate needs of all students, no matter what their
immediate post-high-school experience may be. These aspects of the schools'
educational philosophy existed before the funding of the career education
program.
The objectives of the career education program are:
1. Students will gain increased knowledge of occupations and careersthrough teacher-directed activities both in and out of the class-room.
2. Students will self-evaluate their interests and attitudes.
3. Students will develop a more positive self-concept through thestructuring of success-oriented activities by teachers.
4. Through exposure to a wide range of different jobs, studentswill develop an appreciation of the worth and necessity of allwork.
5. Students will learn to differentiate between good and poor qusl-ity products and services, and to analyze ways of making moreeffective use of their personal resources, time, energy, andmoney.
151
6. Students will identify the skills and attitudeF necessary forthe world of work through "hands-on" or exploratory experiencesat the junior high level, and job visitation 4t the senior highlevel,
7. Students will prepare for future employment through participa-tion in on-the-job training programs.
8. School personnel (teachers and staff) will develop curriculumoptions in career education at all grade levels.
9. Staff will enlist community support through presentations aboutthe program to community-parent groups.
10. Staff will encourage career education for all students throughpresentations to educators outside the district.
The specific objectives of the program are:
1. The student will develop self-awareness and pride in his work.
2. The student will see himself as a worthwhile individual.
3. The student will have a knowledge of and appreciation and re-spect for all.
4. The student will identify the skills needed to succeed in occu-pations.
5. The student will understand that a person may choose a vocationin which he has an interest or aptitude.
6. The student will develop skills and knowledge useful in someoccupation and/or related leisure time activities.
7. The student will ba given experience related to various occu-pations.
8. The student will become aware of the attitudes people haveabout their work.
9. The student will understand the interdependency of people andtheir occupations.
The objectives were formulated by the World of Work committee of
the first Occupations Education class in Lawrence in the fall of 1971.
Members of the committee were elementary and secondary teachers, counselors
and administrators. Community patrons assisted in the class.
152
The broad goals of the original programs were formulated with the
help of minutes and suggestions from the Vocational Education Committee.
Administrative personnel, as well as persons from the community, were in-
cluded on the committee and they met several times to make specific sugges-
tions for programs on the elementary, junior high, and senior high level.
The staff periodically reviews the goals and objectives through
observation and staff meetings. Goals are revised as various needs are
identified. The goals were revised, based on a review by the staff last
fall of all the goals and objectives set forth for the program. The K-6
curriculum committee, spring semester, 1972, also made a review of program
objectives as a prerequisite for further development of specific objec-
tives on the elementary level.
EDUCATIONAL PROGRAM
The intent of the career education program was to develop a career
education model for a rural-urban setting, as well as.to develop an
improved vocational education program for students K-12 through the enact-
ment of innovations, pilot programs, and the expansion or revision of
current vocational programs. The self-awareness phase of the program
developed as a direct result of talking with businessmen in the community
who emphasized the importance of the development of traits necessary for
a successful employee.
The nature of the program at each grade segment was developed on
the basis of a model established by the U. S. Office of Education. At
the elementary level, occupational awareness is emphasized through the
use of resource speakers, tours and activities. Included in this con-
cept is the introduction to the job clusters. In grades 5-6, evaluations
of interests and abilities in relation to many careers are emphasized.
At the junior high level, the emphasis is a "hands-on" approach or
exploration by which the students have the opportunity to experience the
nature of selected jobs through classroom activities.
At early senior high school, the emphasis changes from general
exploration to more specific "job clustering." Students begin to narrow
their scope of interest to job areas or clusters while still carrying
out an exploratory approach. With this they begin to develop employabil-
ity skills. By grade twelve, the emphasis is on the development of spe-
cific skill training and on-the-job experiences.
154
The total program is being implemented through three full-time
staff members employed as resource teachers to benefit all teachers in
the district, K-12. They act as liaisons between the school and com-
munity to set up resource speakers and tours, as well as to provide
materials for classroom use. Teachers participate in the career educa-
tion program on a voluntary basis and request the services of the staff
as needed. The resource speakers and tours are used as the teachers
incorporate this emphasis in connection with a specific area of study.
Money is provided for the development of pilot projects by individual
teachers for their classrooms.
At the junior high level, funds are provided to implement the
World of Construction for all the seventh-year boys in the district.
In the future, plans are to implement the World of Manufacturing, Mate-
rials and Processes and Designs for Living durricula.
At the elementary level, "real life" is being brought into the
classroom through resource speakers from the community and tours into
businesses and industries as it relates to an area of study. Audio-
visuals and books from the career education library are utilized to
initiate and complement the instruction. Other activities which have
been utilized are role playing, simulation games and the use of differ-
ent art media. Long-term interdisciplinary projects such as WOW (World
of Work) days, mini-workshops, mass production units, and the mini-house
project are also utilized.
At the junior high level, an activity approach is used. Student
projects in the common learning area use career education materials for
research about specific occupations. Resource speakers and som, tours
are also arranged to fit into subject areas and time schedules.
155
The exploratory approach is especially noteworthy in the IACP
World of Construction program as the students experience definite job
areas in the classroom. For the coming year, the World of Manufacturing,
Materials and Processes and Designs for Living curricula will be imple-
mented. All four of these courses stress concepts instead of skill de-
velopment to give knowledge of, and experience with, certain aspects of
jobs in these areas.
At the senior high level, on-the-job training is provided in some
form for 19% of the students. There is great stress on skill development,
as well as the development of employability and consumer skills.
The primary method to determine that objectives at each grade seg-
ment are attained is through the use of teacher evaluation of methods and
activities used in individual classrooms. Evaluation techniques are
stressed in inservice programs so that teachers are alert to the needs of
evaluation.
Specific information is being collected on the elementary level
through the use of an instrument designed to determine the effectiveness
of the career education approach. The test was administered in the fall
of 1971, and will be given again in the spring of 1972. The test deter-
mines the knowledge of and interest in various occupations within the
fifteen job clusters. It will be readministered in the spring of 1973 to
the same students.
At the junior high level in the IACP program, testing instruments
are designed to determine the effectiveness of the program. Also, teacher-
made instruments will be used with the new Designs for Living Concepts
program.
156
Guidance and Counseling
There are two elementary counselors who have been involved in the
career education program from its inception. The full-time career educa-
tion staff shares office space with these counselors, as well as the
district social worker, and thus coordinates activities.
At the junior high level, the district has one full-time and one
part-time counselor for each of the three junior high's. One of these
counselors is responsible for a "Rent-A-Kid" program. The senior high
has a staff of four full-time counselors. There are also nine on-the-job
training coordinators who teach in the morning and act as supervisors for
their student trainees in the afternoons, as well as a district school
psychologist who works in all the schools.
One of the high school counselors has been designated to cover the
special interests of career education. She has been instrumental in the
development of a career information center in one of the conference rooms
of the high school library. This is a browsing area full of career infor-
mation in the form of references and especially audio-visuals and simula-
tion gams. She is also setting up resource speaker visitations with
small groups of high school students much in the same way that college
recruiters and students are brought together.
The placement of students is the responsibility of the high school
guidance office and on-the-job training coordinators. A five-year follow-
up study on the seniors of 1971 was initiated by one of the high school
counselors.
The amount of student time spent on career education varies with
the individual classroom teacher. At the elementary level, there are many
157
special projects which require a great deal of student time during a
specific time period. As resource speakers are brought in, or as trips
are taken, the amount of time fluctuates greatly. In addition, this
emphasis is worked subtly into whatever is being studied so that there
is no way of measuring in concrete terms the specific amount of time
spent. In the junior high level, the seventh-year boys have one hour of
the World of Construction each day and the girls have one hour of Designs
for Living. In the future, another hour for 8th and 9th grade boys and
girls will be available on an elective basis through the implementation
of the new courses. There are also career and consumer units in the
Common Learnings courses, usually six weeks in length.
At the senior high level, a student enrolled in a vocationally
oriented program may be using 100% of his time in on-the-job training in
connection with his academic subjects. It is the ultimate goal of the
program to orient all subject areas to career education.
In implementing the program, the stress to the teachers was that
career education was not necessarily something to be allocated to a spe-
cific time slot. The program is fused into and correlated with the exist-
ing curriculum. Consequently, the time spent in career education cannot
be isolated or easily measured-.
The career education program in the Lawrence schools has the follow-
ing personnel!
1. Director of Career Education Program - Half-time
2. Consumer Education Resource Teacher, K-12 - Full-time
3. Materials Resource Teacher, K-12 - Full-time
4. Elementary Resource Teacher - Full-time
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5. Secondary Resource Teacher - Half-time
6. Coordinator of Special Education Program - Full-time
7. Media Specialist - Half-time
8. Student Aide - Hourly
9. Receptionist - Services provided by the district for totaldiagnostic center personnel
From the beginning, the program was developed on a voluntary basis.
Many teachers have used the services of the staff; others took an indepen-
dent approach and implemented career education emphasis and activities
without direct help. Many outside hours are contributed by teachers in
developing and implementing projects for their individual classrooms.
There are a number of special features of the Lawrence program:
1. Elementary
a. Mini-workshops - Study of an interest area for one houreach week for 3 to 5 weeks (multi-grade level).
b. WOW Days - Patterned after Mini-workshops.
c. Career Da,,s - Five resource speakers brought in from thecommunity to talk to two small groups of students for 30minutes each.
d. Corporations, Factories, Mass Production - Includes aspectsof product development, advertising, production costs,sales, etc., at intermediate level.
e. Outdoor Education Days - Camping experience incorporatinginterdisciplinary approach with resource speakers fromthe community.
f. Pre-Enrollment Form - Proposed district-wide form to giveteachers information on possible resource speakers fromtheir classroom.
g. Elementary Wheel - Elementary education concepts.
159
2. Junior High
a. IACP (Industrial Arts Curriculum Project)World of Construction - Fall, 1972 - Required course for
7th grade boys.
World of Manufacturing - Fall, 1973 - Elective for 8thand 9th grade boys.
b. Materials and Processes - Fall, 1973 - Elective for 8thand 9th grade boys.
c. Designs for Living - Fall, 1973 - Required home economicscurriculum for 7th grade girls.
d. Teen Topics I - Fall, 1973 - Elective for 8th and 9thgrade girls.
e. Teen Topics II - Fall, 1973 - Elective for 9th grade girls.
f. Rent-A-Kid - Student manpower pool for odd-jobs in thecommunity.
3. Senior High
a. Trades - Self-contained vocationally oriented program forpotential drop-outs to give them on-the-job training andtheir diploma.
b. House 'I' - Interdisciplinary approach to renovate a housepurchased by Pride, Inc., for the school's profit.
c. Career Information Center - Reference and audio-visualbrowsing room.
d. Special Education - On-the-job training for all students.
e. Summer School Program., Eight-week exploratory course forfifteen and seventeen year olds including employabilityskills, consumer skills and related instruction in themorning and employment in the afternoon. Students maychoose up to four interest areas to explore for two weekseach from the following options:
Commercial Food ServiceConstruction and CarpentryData ProcessingElectronics and Repair
Health OccupationsHome EconomicsMechanics and RepairOffice and Business
f. Child Care Summer Program - Eight-week summer course forten to twelve girls of high school age. Students willreceive three hours of instruction a day in child develop-ment, consumer and employability skills as related to daycare opportunities. Funds for employment will be providedby Neighborhood Youth Corps.
160
C
g. Liaison with Explorer Scouts of America - This organiza-tion is beginning a new career-oriented program for highschool age boys and girls. They are arranging for variouscareer stations in the community in which to place students.In coordination with the guidance offices, a survey will betaken this spring of all 9th through 11th grade studentsconcerning their career interests. This information can thenbe used by the program and by each student's counselor aspart of the student's file.
4. Overall
a. Resource Notebook - An expandable notebook placed in eachschool listing resource speakers and tours in Lawrence andthe surrounding area.
b. Career Fairs - Involves community representatives in anevening of demonstrations and discussions about theircareers. Aimed at secondary students, but parents, teachersand friends attend.
161
ADMINISTRATION
There is considerable evidence that the Board of Education posses-
ses an understanding of, and a commitment to the goals and objectives of
the career education program. In addition to the initial approval of
the project goals, the board has received and analyzed progress reports on
the goals and activities of the program. In addition, some of the board
officers and members have participated directly as resource persons through
explaining the nature of their occupations to groups of students. Finally,
each of the board members indicated that they had received favorable feed-
back and information from school patrons to the effect that the present
program is a sound one and should be continued in the future.
From the outset of the program, the superintendent of schools, who
is a member of the State Advisory Council for Vocational Education, the
assistant superintendent for instruction, and other administrative offi-
cers have been interested in initiating and sustaining the program. Other
administrators, including school principals, have participated actively in
certain of the inservice activities, have encouraged the participation of
their teachers, and, in some project activities, have worked directly with
students in the program.
The career education program is org nized and administered by a
director of federal projects who devotes half-time to administration. He
is responsible directly to the assistant superintendent for instruction
who reports to the superintendent of schools. The director has responsi-
bilities for planning, budgeting, coordinating, implementing, and evaluating
162
the project. Reporting to him are four full-time and two half-time pro-
fessional staff members. An hourly student aide and a receptionist are
also provided.
Short-range plans include the following: (1) offering a work-
shop in career education for the development of learning packages; (2) con-
ducting summer workshops in the World of Work, economic education, and
simulation learning; (3) conducting career education (Business Industry
Education) days in the spring, 1972; (4) continued expansion of the
elementary school program to include additional classroom teachers;
(5) introduction of the World of Manufacturing as an elective at the
junior high school level; and (6) offering a two-week summer school ex-
ploratory program for fifteen through seventeen year olds in eight occu-
pational fields.
Long-range plans are somewhat dependent upon the amount of finan-
cial support at federal, state, and local levels; however, plans are
being made to continue the program beyond the expiration of the current
project. There is a commitment to continue a program of career educa-
tion beyond the period of special funding. The following are envisioned:
(1) refinement of career education concepts and activities at the ele-
mentary level through the develOpment of curriculum guides, resource
lists, and instructional materials; (2) developing and offering courses
at the junior high school level in materials and processes, designs for
living, and teen topics I and II; and (3) seeking means for improved
articulation of vocational and academic offerings in the secondary school
utilizing the career education concept.
PROGRAM RESOURCES
The current annual budget for the career education program is in
excess of $74,000 annually from federal and state sources, plus ancil-
lary supporting services from local funds. During the 1972-73 fiscal
year, the federal and state funding is projected to be reduced to approxi-
mately $63,000.00.
In addition to the project staff, equal to approximately five full-
time personnel, the organization and operation of the project have been
such that a maximum of contact and interaction have occurred with staff
and teachers in the district. Project staff members are viewed as resource
personnel, and in such capacity have helped many personnel of the district,
art consultant, primary and intermediate language consultants, reading
teachers, librarians, counselors, and others to become attuned to and in-
terested in career education.
Inservice training provided for the staff includes the following:
(1) a three-hour graduate credit class in occupational education conducted
in the fall of 1970 and 1971, in which over eighty were enrolled, dealing
with the Oorld of work, public relations, career tours, and other career
education activities; (2) a graduate problems class in the spring of 1971,
in which eight teachers wrote up projects in career education which they
had conducted; (3) one week, elementary, World of Work workshops, con-
ducted in the summer of 1971 and projected for the summer of 1972; (4) pre-
sentations by the project staff to faculty meetings of career concepts,
ideas, and services; (5) conducting B.I.E. days in which teachers tour
164
businesses and businessmen visit the schools; (6) a district-wide in-
service education program for an exchange of career education ideas among
elementary teachers; and (7) projected plans for additional workshops in
economic education and simulation learning during the summer of 1972.
Special physical resources provided by the district for the pro-
gram include, in addition to office space for the director, office space
for three of the full-time staff members and the career education library
in the district diagnostic center; space, furniture, and shelving for the
Career Information Center adjacent to the high school library; and class-
room facilities for special education, trades, inservice and other pro-
gram activities. Special physical resources provided by project funds
include shop equipment for the IACP program, laundry equipment for special
education, and films and printed materials for the career education library
and for the high school Career Information Center. Community resources
utilized include citizens, parents, businessmen, and University of Kansas
personnel who assist as resource persons, speakers, hosts, and facilita-
tors of career education activities.
Short-range financial plans for the program include continuation of
the present level of personnel and activities during the 1972-73 school
year, with local funds being used to offset a projected reduction in the
budgeted funds from federal and state sources of approximately $9,000.
Long-range plans are to continue the program, the level of funding for
which is contingent upon state legislative appropriations, as well as the
removal of certain mileage restrictions on Kansas school districts.
165
PROGRAM-COMMUNITY INTERACTION
The channels of communication used to facilitate community inter-
action with the program include news articles in the local newspaper
about three times per week. Copies of such articles are given to local
radio and TV stations for spot announcements on the same days. About
90% of what is submitted is used. The high school publishes a weekly
newspaper which always includes news on the career education program.
Other schools send news notes home to parents with their children. A
full-time news media and publicity expert is employed who also works on
audio-visual aids to help with instruction.
Although a large number of leaders from business, industry, labor,
civic and social agencies have been involved in supporting the career
education program, no advisory council has been appointed to date. One
is proposed to include twenty-five representatives of such groups as
mentioned above in addition to school personnel, governmental agencies
and journalists.
An advisory board for vocational and adult education has been
established for many years. It has been very helpful in advising on the
more specialized training needs in the community and many of the members
have been helpful to the career education program.
The parents have played an important role in helping define the
goals, implementing the program and evaluating it. It appears that the
parents are as much interested as the students. The parents work as
resource speakers in the classroom, take students on-the-job, help with
166
tours and transportation and work as teacher aides on World of Work
projects.
Businessmen have come into classrooms as resource speakers, hosted
classroom tours, provided instructional materials, cooperated on career
fairs, supported and participated in BIE week, helped with inservice train-
ing of teachers, organized a corporation for a house remodeling and re-
decorating project, and provided loans for career education projects.
The unique features employed in facilitating and maintaining the
program and comminity interaction is involving such a large segment of the
community population and snowballing enthusimpsm. An example is the total
involvement of the community in the business, industry education week.
The public relations efforts expended by the career education staff has
made everyone aware of the program with a commitment to continue support-
ing it.
The teachers participating in the program are finding more satis-
faction in teaching, and the students are more tuned in to learning what
they believe will be beneficial for their future lives.
167
EVALUATION
The Research Coordinating Unit of the Colorado Division of Voca-
tional Education performed a third party evaluation of the Lawrence
career education program. The process evaluation section consisted of a
description of the scope of the program, the degree of involvement of
various types of persons in the program, and the quality of the program.
The product evaluation section contained a description of an instrument
developed to measure a number of objectives of the program and a survey
of attitudes toward the career education program in Lawrence.
Among the program's successes were the following: (1) a high
degree of elementary teacher involvement in career education, (2) the pro-
gram staff's active involvement in the development of a number of career
education programs funded from sources other than the exemplary grant,
(3) the establishment of the Career EducatiOn Center, (4) the addition
of certain career-oriented courses, (5) improvements in the facilities
for career education, (6) intensive use of community resources, (7) sev-
eral inservice education workshops, and (8) considerable acquisition of
career education materials.
In 1971, an instrument was developed to measure student awareness
of and knowledge of occupations, attitudes toward different occupations,
and interest in occupations. Pretests and posttests were administered
to elementary school students in the exemplary program and a control
group located in Manhattan, Kansas. An instrument entitled "The Career
Education Pupil Scale" required students to list all the occupations they
168
could, match job titles with their descriptions, identify occupations
which they liked and disliked, select occupations which interested them,
evaluate their own academic achievement, and indicate their popularity.
On the last section of the instrument, teachers were asked to evaluate
the student's achievement and social-emotional behavior. The analyses
of the data were not available at this writing.
The career education staff and district administrators directly
concerned with instruction were also asked to describe their feelings
about career education and their estimations of other person's feelings
about career education. The program was strongly accepted by the commu-
nity, administration, parents, elementary teachers, senior high voca-
tional teachers, and counseling staff. Junior high teachers and senior
high academic teachers have not as yet responded favorably to the program.
169
BUDGET
K-12 Career Education Expenditure
1970-71 1971-72 1972-73
Administration - Salaries $ 5,790 $ 7,173 $ 6,500
Secretarial - Salaries 1,672 1,500
Administration - Printing 945 998 1,000
Administration - Expenses 554 911 950
Instruction - Instructors &Resource Persons 25,136 42,543 38,700
Instruction - Aides 2,876 2,200
Instruction - Supplies 21,750 10,730 6,100
Instruction - Consultants 1,608 204 200
Staff Travel 1,266 1,263 1,000
Inservice Training 9,984 2,976 1,750
Transportation - Field Trips 22 921 1,250
Utilities 192 100 100
Fixed Charges - Social Security 1,520 1,756 District
Equipment - Rental or Purchase 4,545 499 750
$ 72,986 $ 74,622 $ 62,000
170
Contact person:
CONTACT PERSON AND VISITATION TIMES
Mr. Ernest J. ColemanLawrence USD #4972017 LouisianaLawrence, Kansas 66044(913) 842-6222
Visitation times: Please contact Mr. Colemanat least two weeks in advance
LEBANON SCHOOL DISTRICTLebanon, Oregon
Documentation of Career Education Program
Site Team
A-:thur M. Lee, LeaderB. J. StampsSteve Stocks
Allen B. Moore
INTRODUCTION
Lebanon is a town of approximately 7,500 population in the Willa-
mette Valley of western Oregon, thirty miles from Corvallis and Oregon
State University. It is a predominantly rural area, but the economy is
lumbering and wood products rather than farming. It is essentially a
conservative, middle class, Caucasian community with little in- or out-
migration, and the great majority of families who live there have done
so for several generations. An environment of stabil"75, self-reliance,
hard work, and friendliness prevails,
The school system includes Union High School serving an area
of 10,000 population with a number of elementary school districts. The
principal elementary school district, #16, is that of the town itself
and contains two elementary schools. Although this elementary district
has its own board, the chairman is also chairman of the Union High School
Board and both districts employ the same superintendent and administrative
staff. It is an unusual arrangement which could only work in a small,
closely-knit community where public activities are less formal and less
divisive than in many communities today,
The career education program here is of recent origin in name only.
During World War II Union High School was selected as a small training
center for the ship-building industry in Portland, and following the war
the training equipment was used in vocational education. The real begin-
ning of a comprehensive skill training and academic program, however,
followed the Vocational Education Act of 1963. The superintendent and the
173
assistant superintendent for instruction at that time were both convinced
that their program had to reach the 85% of high school students who were
not completing four-year college programs.
The assistant guperintendent, who four years ago became the present
superintendent, had traveled and visited schools in other states to get
ideas. He was influenced by Conant's concept of comprehensive education,
and had come to Lebanon originally to set up a guidance system. He was
active statewide and nationally in the Association for Supervisors of
Curriculum Development. Following World War II he had worked in the Vet-
erans Administration's strongly career -oriented guidance program, and had
already helped to establish a vocational emphasis in the Lebanon High
School. The Vocational Education Act of 1963 gave the administrative staff
the assistance they needed to make skill training as well as academic edu-
cation apart of nearly every student's school experience. Lebanon was
probably one of the few schools in the nation capable of implementing the
purposes of the Vocational Education Act of 1963 at the time of its passage.
174
GOALS AND OBJECTIVES
The prevailing philosophy of the Lebanon High School is contained
in the Registration Guide for 1972 given to all students, and may be under-
stood best from several excerpts from that mimeographed publication:
Today's high school is the common, nonselective school for all theyouth of our society. This means a high school must offer manydifferent courses, appeal to many different interests, and yet pro-vide a solid foundation in the "Three R's" for all students. . . .
Lebanon Union High School is a comprehensive high school . . does
not "Track" a student and does not attempt to categorize or labelstudents. . . The decision about whether a school should enrollstudents in certain courses or offer a certain program should bebased on something better than a judgment based on a mistaken ideathat being a doctor is more honorable than being an auto mechanic.. . . We can only say that Latin and auto mechanics are different.Upon what basis can we say that one is better?
The philosophy of the Lebanon elementary school district #16 stems
from the same administrative staff. In both schools it is clearly evi-
dent that career education reflects quality education to the same degree
as the more traditional academic education.
Overall goals for the entire program (K-12) are expressed in the
"Lebanon Public Schools District 16-c and UH-1 Plan for the Improvement
of Career Education and Reading," which was developed over a period of
several months in 1970 and 1971 by a series of committees including lay
citizens and each teacher in the system. These goals are:
A. To involve each student in full and sequential career educa-tion which will assure: (1) the appreciation of all voca-tions, and (2) effective vocational decisions.
B. To assure that each student reads at his optimum learningpotential in order to meet his personal needs in: (1) enjoy-ment, (2) employment, (3) advance training, and (4) broaden-ing general knowledge.
175
The specific objectives in Lebanon's Plan for K-6 are (1) to
develop an awareness of values, environment, individuality, abili-
ties, aptitudes, interests and limitations; (2) to develop appreciation
and understanding of career roles in the home, community, region, and
nation; and (3) to develop responsibility commensurate with age and
ability levels.
For grades 7-8 Lebanon's objectives are: (1) to understand per-
sonal aptitudes and interests as they relate to various career clusters,
and realize the importance of human ingenuity in the successful perfor-
mance of career activity; (2) to begin career exploration by becoming
knowledgeable about current general occupational clusters, exploring
specific career choices, and understanding changing employment patterns;
(3) to relate classroom activities to career preparation; and (4) to
develop an appreciation and understanding of the importance and dignity
of all kinds of work.
The objectives for grades 9-12 are: (1) to broaden exploratory
experiences in specific career choices; (2) to broaden experiences in
student activities leading to successful career attitudes; (3) to gain
attitudes and training appropriate for coping with change; and (4) to
gain skills and knowledge that will allow direct entry into the world of
work, or into a program of advanced training.
These goals and objectives were formulated, as indicated earlier,
by the entire faculty and lay citizens working together. Tte influence
of the administration is unmistakeable, but genuine involvement, of teach-
ers, parents, and community leaders has taken place. A highly structured .
review and evaluation process has been built into the entire program in
recent years to assure its success.
176
EDUCATIONAL PROGRAM
The intellectual base for Lebanon's career education program rests w
in three areas: (1) a well-established community attitude toward work,
which is expressed in the school district's commitment to an education
for every child in which purpose is central to the learning process, and
in which realistically 85% of the population are not likely to receive
training for future work through a four-year college program; (2) the
initiative and leadership of a number of individuals including the present
superintendent who has been actively building :s program for nearly a
decade; and (3) a constant input of research and development from a
variety of sources through the activities of key people in the program.
Two notable examples of this third area are the superintendent who seems
almost to have combed the nation for twenty years for new ideas and pro-
grams and put the best of what he has found into practice, and a former
Director of Vocational Education who is now Director of Oregon's Research
Coordinating Unit.
At the eleweutary level, the career education program is only in
the first year of operation-fh grades K-6. At present, the program
consists of a major curriculum study and review in terms of appropriate
career education programs at each grade level, career expos.,:re through lay
participation and field trips, role playing, use of the World of Work mate-
rials, and igservice teacher training. In grades 7-8, Oregon's SUTOE pro-
gram (Self Understanding Through Occupational Exploration) is being used.
SUTOE is an important part of the social studies course in which printed
177
materialS, audio visuals, field trips, personal interest studies, and
career counseling are used.
The program in grades 9-12 consists of eight exploratory sections
in four occupational areas (electricity, drafting, metals, and woods)
for freshmen; one-hour courses in metals, welding, machine skills, woods,
agriculture, and office skills for -sophomores; and vocational courses
(two hours per day) in eleven of the occupational clusters developed by
the state and adopted to local needs for juniors and seniors. These
include office clerical, secretarial, accounting, marketing, health occu-
pations, agriculture, construction technology, drafting, sheet and hot
metal, electricity, and food services. in a typical program, a student
in the 9th grade takes what is known as a "cruise" course which is
designed to provide exploratory experiences. From there he goes into a
general course which includes both skill training and exploratory experi-
ences. The final series of classes are vocational for in-depth skill
development.
A series of advisory councils serve the occupational clusters,
and a master advisory council made up of representatives from each council
is used for coordination and development. £hese councils are extremely
effective in the Lebanon School District, with an organizational structure
resembling a service agency. They both reflect and reinforce the community's
strong commitment to career education.
There ara two notable features about the program at Lebanon which
distinguish it from most others: nearly 1007. of all students at each grade
segment are receiving career education, including skill training at the
high school level, and the dichotomy between academic and vocational edu-
cation seems not to exist.
178
Innovative and exemplary practices may be found at every level.
An occupational interview series on video tape for the elementary grades
has attracted national attention. A nearby farm has been leased and
turned into a land lab for use in teaching a wide variety of subjects
and skills from the elementary level through high school. Students in
construction technology are building a three-bedroom house with labOr
union inspections of each installation. Students in the health occupa-
tions cluster spend one entire semester on the job in community agencies
and institutions. Students in the office clerical and secretarial clus-
ters progress individually according to their own efforts and abilities.
In addition, every occupational program has an accompanying student
organization which helps maintain the student's enthusiasm for education.
As indicated earlier, highly structured evaluation procedures are
built into the career education program at the elementary level to ascer-
tain whether program objectives are being attained. At the high school
level, one of the best student data and follow-up systems in the country,
VERIFY, supplements the schools' own follow-up. Enrollment in the cruise
program and the vocational clusters, all electives, of more than 90% of
the high school student body would seem to be evidence that objectives
at this level are being attained.
Guidance services include the SUTOE program in the elementary
grades, and a complete program of testing and career information at the
high school level. Slow learners and handicapped students in the first
fear of high school are given a special occupational experience program,
and two classes for the mentally retarded are scheduled for grades 9-10
and 11-12 in occupational emphasis programs. More student and faculty
time is pri,bably spent in career counseling than in any other counseling
179
activity. Job placement is a responsibility of the faculty more from
choice and opportunity than as a formal requirement.
In a school as innovative and successful as Lebanon, it is only
natural that further developments are under way. The most significant
and ambitious of these is a plan to modify the high school instruction
program in all departments to make it completely individualized. The
traditional concept of teaching classes of students will be replaced
by one of guiding individual programs of study without regari to fixed
time periods or course boundaries.
180
ADMINISTRATION
The Lebanon School Board has taken no specific action establishing
career education as a major emphasis; however, no doubt exists that such
a philosophy is recognized and accepted. The school system is organized
into a comprehensive educational program built around a total career de-
velopment effort. In the high school the principal is in overall charge, -
assisted by an administrative vice principal with specific responsibility
for both the academic and vocational programs. The administrative Nice
principal is assisted by a director of vocational education, director of,
guidance, and department heads.
The Lebanon School District has developed a five-year, long-range,
career education program with a number of yearly goals. Within the sev-
eral yearly goals the following steps are being contemplated: expansion
of facilities in business, home economics, construction, and metals; and
expansion of horticulture classes. The following classes will be incor-
porated into the schedule: data processing, record keeping, photography
and graphic itts. In addition to this, an upgrading of placement andAe
follow-up services is planned as well as .an increased program in guidance.
At this point the district is completely on schedule in all aspects of
its planning and implementation.
181
-%
PROGRAM RESOURCES
Resources available to the Lebanon career education program include
personnel, inservice training for personnel, special physical resources,
and resources made available by the community. Inservice training work-
shops were conducted for the vocational and academic teaching staff during
the summer of 1970. These workshops were conducted for the writing of
behavioral objectives and individualized learning approaches in the career
education program. In addition, departmental workshops (i.e., path and
science, English, etc.).wWFe held by the Oregon State Department of Public
Instruction for teachers throughout the state to become 'amiliar with the
"Oregon Way" approach to career clusters.
Unique facilities at Lebanon for the cluster-programs include spe-
cial shop areas for agriculture, power mechanics, woods, and metals. The
vocational director and teacher for the construction cluster have been
instrumental in working with the state construction trade unions, making
possible the house - building project. Further coordination of resources
is shown in the drafting classes designing the house and floor plans, the
construction technology classes actually building the house, and students
in the metals classes assisting with the plumbing. Because of strict state
ebectrical wiring codes, students in the electrical cluster are only allowed
to observe the wiring of the house.
Another valuable resource available to the Lebanon district's career
education program is the land laboratory used particularly in the agricul-
ture and forestry cluster. This 35 acres of land near the high school
182
serves as a laboratory for youngsters to actually participate in agri-
culture, horticulture and forestry practices. The land lab provides the
opportunity for youngsters to grow and care for swine, cattle, sheep,
trees, and ornamental plants.
The Lebanon community itself serves as a laboratory for students
in a number of work-experience programs. Students are provided with
opportunities to work in the community at local hospitals (health occupa-
tions and foods clusters), businesses (business clusters), and forest
products (agriculture, and wood clusters). In addition, memlers of the
community come into the classroom to serve as resource persons to discuss
jobs in specific clusters.
The short- and long-range financial planning needs for the Lebanon
career program are closely related to federal and state reimbursement,
but primarily dependent on annual local tax levies. Stronger federal and
state support is needed, but until it comes, Lebanon will probably main-
tain and continue to expand its career education program with local taxes.
183
PROGRAM-COMMUNITY INTERACTION
As noted before, the linkage between Lebanon's career education
program and the Lebanon community is maintained by active advisory coun-
cils and a school board committed to career education. The constitution
of the master advisory council specifies that this group will study the
needs of the local community, study programs of vocational education in
other communities and use this information for strengthening those at
Lebanon, serve as an avenue of communications between the vocational pro-
gram and the community, and provide special departmental advisory commit-
tees for each occupational program. In addition to council members from
the business and industrial community, individuals representing the Oregon
Employment Service and Vocational Counseling are included in the member-
ship.
The school board for the Lebanon Union High School functions as
another communication link with the community. This organization has con-
sistently supported the development and growth of the Lebanon career edu-
cation program, Board and community ,backing are reflected in many ways,
including taxpayer approval of all school levies ever presented to the
voters. It is particularly noteworthy that the entire career education
program at Lebanon has been established and operated with regular oper-
ating funds; no exemplary or other public grants have been used.
EVALUATION
The evaluation of the Lebanon Career Education Program has con-
sisted primarily of a report of the number of job placements, the nature
of curricular changes, and the student enrollment in various types of
career education courses.
185
BUDGET
Grades 9-12Personnel Cost
23 full time Career Education teachers with an average salary of$10,500 and average experience level of 8 years.
Supply Budget
Supplies for the coming year have been budgeted at $14,00 perstudent for all students plus $10.00 for each student enrolled ina cluster program.t.
Equipment
Many of the laboratories were establi-hed with surplus property andfederal grants. At the present the district budget provides an averageof $10,000.00 per year for up-dating equipment.
Contact person:
Visitation times:
CONTACT PERSON AND VISITATION TIMES
Mr. Charles M. PorfilyCareer Education DirectorLebanon Union High School60 Main StreetLebanon, Oregon 97355(503) 258-2187
Mondays and TuesdaysPlease contact Mr. Porfilyat least two weeks in advance
MID-HUDSON CAREER EDUCATION DEVELOPMENTAND INFORMATION CENTER
Pleasant Valley, New York
Documentation of Career Education Program
Site Team
Lillian Buckingham, LeaderCecil H. Johnson, Jr.
Phillip E. PowellMollie W. Shook
188
INTRODUCTION
The Mid-Hudson Career Development and Information Center located
in Pleasant Valley, Duchess County, New York, serves 84 public school
districts in the seven counties of Columbia, Duchess, Greene, Orange,
Putnam, Sullivan, and Ulster in an overall student population of 280,000.
The districts range in size from a small city of 2,000 pupil population
to a city of 14,000 pupil population. Within this seven-county area,
the Center is responsible for assisting in the implementation of Career
Education in 5 pilot schools representing 5 of the 84 public school
districts, The program operating in the pilot schools is designed to
reach all of the approximately 35,000 pupils in grades K-12. The 5 pilot
schools are: Meadow Hill School, Newburg; Rombout Middle School, Beacon;
Temple High School, Newburg; Valley Central Middle School, Montgomery;
and Van Wyck Junior High, Wappingers Falls,
The demography of the seven county Mid-Hudson area presents a
mixed picture. Although the majority of school districts are suburban
and the populations are primarily white, the city school districts have
both Spanish-speaking and black populations. Within the area, there is
a large manufacturing base and many youth seek their employment in manu-
facturing. However, there is also a large farming industry which has a
significant influence on the economy of the MidHudson area.
The program which is currently operating in the 5 pilot schools is
the result of a developmental process which began is 1968-1969 when the
Bureau of Guidance of the State Department of Education in New York con-
ducted a field study to sample the perceptions of school staff, employers,
189
and new employees regarding the conditions and problems faced by youth
moving from school to job. The Bureau of Guidance was concerned about
the assistance offered by counselors to youth entering the world of work
and felt the aid could be improved. The exploratory study conducted in
the Mid-Hudson Economic area resulted it a report which indicated an
urgent need for a program that would implement adequate vocational devel-
opment for all youth in the area. On the basis of this study, support
was obtained from the Regional Supplementary Education Center in New
Paltz, as well as from se..,eral Boards of Cooperative Educational Services
(BOCES) and their area occupational educational centers located in the
region. A Bureau of Guidance staff member was assigned to help move the
study from the research to the action stage in collaboration with regional
educators, employers, and employees. A regional committee consisting of
representatives from education, government and industry was established
to pursue ways and means of setting up an occupational guidance model in
the Mid-Hudson region. The proposal for the project was written by a
committee representing 11 different community agencies.
The program was designed to develop career information and guidance
related services relating to classroom experience which provide:
1. An opportunity for deelopment within each student of a clearer
perception of himself in relation to the work world;
2. An opportunity to enable students to develop an understanding
of work organizations and workers' roles;
3. Up-to-date career information regarding opportunities and flexi-
bility in career choices, particularly as they relate to the
Mid-Hudson area; and
190
4. Additional career information and guidance opportunities
through curriculum redesign, the development of localized
career briefs, the support of existing agencies, and modifi-
cations of teacher attitudes.
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GOALS AND OBJECTIVES
The consortium formed by the five pilot schools has taken as its
educational philosophy the basic educational goal of New York State which
is "to have each become all he is capable of being."
Within the pilot schools,all have agreed that all studPnts regard-
less of economic level, age, creed, or sex will be exposed to educational
programs to help every student become "all he is capable of being."
The goals for the program are:
1. to provide concrete learning experiences for all students,
which include a general orientation to the world of work begin-
ning with the earliest possible grades; and
2. to provide a total education approach in which both academic
and vocational education are integrated for the purpose of
helping students develop social and self-concepts, proper work
attitudes, a desire to achieve, adequate reading_and arithmetic
skills, and general occupational orientation, exploration, and
training.
The major objective for this project is to develop materials and
activities for the schools and agencies of the Mid-Hudson Valley to enhance
vocational development and occupational awareness as an integral part of
the educational process.
Program Objectives
Specifically, the program objectives encompass:
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1. Development of curriculum guides for grades K-6, 7, 8, 9, and
grades 10-12 in four phases:
a. inservice education program for participating teachers;
b. an industries work program for teachers;
c. preparation of curriculum by teachers; and
d. implementation.
2. An organizational structure to reach all guidance counselors
through such means as newsletters. catalogues, and inservice
programs.
3. Close working relationships with Mid-Hudson Industrial Associ-
ation in order to provide relevant curriculum in the areas of
career orientation.
Behavioral Objectives
The several phases of the project should lead to behavioral changes
that can be quantitatively and qualitatively measured. The following
behavioral objectives have been specified for students enrolled in the
program:
1. Students in grades K-3 will have an improved perception of self
in relation to the world of work;
2. Intermediate students in grades 4-6 will be able to do such
things as describe four different job families, describe career
ladders, and how skills learned in English and Social Studies
can be used in three different occupations;
3. Students at junior high levfl 7-9 will have as full an under-
standing of qualificationf as necessary to gain employment in
specific occupations. Also, they will be able to identify
193
major job families, relate to their own interests and values,
and tell how major curricula are related to success in a
specific job; and
4. High school seniors will participate in an employment informa-
tion day. They will become familiar with such things as list-
ing information commonly included in a résumé and being able
to present themselves in a positive way during a job interview.
There are also objectives for teachers, administrators and guidance
counselors involved in the program:
1. A comprehensive structure to reach all guidance personnel will
be developed in grades 7-12.
2. A close working relationship between local industries and
school districts will facilitate student learning of local
occupational information.
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EDUCATIONAL PROGRAM
The career education program in the Mid-Hudson area is founded on
a firm intellectual base. The conceptual base for the guidance functions
and the curriculum development activities derive from the concepts of Gene
Bottoms, Eli Ginsberg, Robert Hoppock, Kenneth Hoyt, Harold Munson, and
Donald Super. Within this overall intellectual framework, the activities
of the Center have progressed from planning programs and publishing voca-
tional development materials to implementing their use in the Mid-Hudson
area.
Elementary Grades
The program in the elementary grades centers around the use of a
curriculum resource guide entitled "Vocational Development in the Elemen-
tary School K-6." This guide is designed to focus on a general orienta-
tion to the world of work including the development of the student's per-
c. Lion of himself in relationship to the work world and the development
of positive attitudes towards work, The guide is also designed to help
effect an attitudinal change on the part of elementary teachers toward
the work world.
In addition to the resource guide, there are a variety of other
experiences for the elementary students. The project makes use of such
general materials as video tapes, occupational listings, and compositions
dealing with occupations. More specific activities include visiting
speakers and field trips to local businesses and industries. In one case,
a Family Day was arranged at a local company so that children could see
the plant in operation and identify parents' roles in the work force.
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A Technology for Children project has a;sL 'beer instituted for grades
K-3, This tegar as a s,:mmer project to, prc,Ide occupational awareness
for childrer but has now beer exparded v.-to the school year to include
more students and teachers.
Upper Grades
A curriculum resource guide has also been developed for the middle
grades. This guide, "Vocational Development in Grades Seven, Eight, and
Nine" integrates selected vocational development concepts with eight areas
of the curriculum. In these grades. students learn about work functions
and work situations in a variety of classroom settings. Students can
transfer the insights gained through these classroom experiences to other
types of life and occupational experiences.
There are a variety of other experiences available for the middle
and upper grade student within the program. One project in the 7th grade
social studies classes brought representatives from industry into the
school and filmed the visiting speakers. Students in grades 7-12 are also
exposed to a weekly radio series called "Careers on the Air." This series
was sponsored by the Career Development and Information Center and ran
for forty weeks. A "Career Night" was sponsored which brought in repre-
sentatives from various occupational fieids to confer with students and
assist them in making career decisions. Students in grades 7-12 also
have access to the "Mid-Hudson Area Occupational Monographs." a set of job
briefs describing 300 occupations in the sever counties of the Mid-Hudson
area.
The schools also operate an E,Iployment Information Day as part of
their program. Employmert laformation Day is aimed specifically at
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students in the 12th grade and is designed to bring students into direct
contact with business and industry leaders in the sever counties. The
objective for the day is to help promote a i;reater awareness of career
opportunities in the Mid-Hudson area and to help provide the students
some familiarity with the techniques and procedures for job application
and conduct during interviews.
Guidance and Placement
Following the recommendations of the Bureau of Guidance pilot
study, the guidance staff has set about to improve its services to the
youth in the seven-county area. Within the Mid-Hudson area,there are
approximately 700 counselors covering all grades from K-12. Inservice
workshops are provided for the counselors to equip them with basic voca-
tional counseling philosophy and the information necessary to utilize
vocational counseling techniques. The inservice time is also used to
keep counselors abreast of new occupational information and training
services available to their students. Training has been provided for
counselors by the State Department of Labor in the use of occupational mono-
graphs. The integration of the guidance function into the total program
is reflected in the fact that members of the counseling staff serve on the
Advisory Board to the Career Developi.ient and Information Center and a
director of guidance has served on the Center's Executive Committee since
its inception.
As well as maintaining the guidance function in the school systems
of the area, the counseling staff is also responsible for the coordination
and scheduling of the General Aptitude Test Battery which is administered
by the State Employment staff and the scheduling of job interviews They
197
are also responsible for the identification of potential dropouts for the
School To Employment Program (STEP), The counselors work cooperatively
with the pilot coordinator from the Center and with the teachers in their
respective schools, To insure better lines of communication at the ele-
mentary level, a council of elementary te-1-.1 'd counselors has been
formed.
As a part of the Center's objective in the development and testing
of procedures and practices which can be disseminated to other schools in
the area, a concentrated program of vocational guidance and career devel-
opment has been set up in a city school district and a suburban central
school district to demonstrate and evaluate various techniques.
Early placement activities within the program consisted primarily
of cooperative efforts with local Chambers of Commerce and local profes-
sionals to fill available jobs in the community, and in opportunities for
high school guidance counselors to meet personnel managers from local
industry, with the responsibility for the establishment of a liaison rest-
ing with the individual counselors. In order to increase the placement
information available to students, Employment Information Day was insti-
tuted for each of the seven counties. Further plans for the development
of the placement capability within the program include the development of
a data bank of available jobs and educational programs. This project is
being performed in conjuction with the New York State Employment Service,
the Department of Commerce, the Department of Labor, BOCES, and Community
Colleges in the seven-county area.
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ADMINISTRATION
Administratie support for the career education program is visible
throughout the Mid-Hudson area and support for the concept of career edu-
cation is apparent all the way to the state level. The State of New York
has provided direct support through cooperation with several state agen-
cies in the conduct of the program and indirect support through public
expressions of interest in the career eddcation concept. The State Plan
for the Administration of Occupational Information for fiscal year 1972
placed a strong emphasis on career education. Direct support has come
from the New York State Department of Education which has published
materials developed by the Mid-Hudson program and distributed them to all
public and nonpublic elementary schools across the state. There are plans
at present to extend this cooperative dissemination function into the
secondary area within the coming year.
Support for the program at the local level is manifested in the
area commitment to the programs support, One of the objectives of the
program has been to develop a demonstration model for career education
which could be implemented in wider settings. The school districts in
the area have supported the pilot programs, identified funds for a director
of career education, and, in some cases, anticipated the carry-over from
the pilot schools into the remainder of the system by implementing the
resource guides which have been developed on a district-wide basis.
Preparations for the extension of the pilot program into the rest of the
system have already begun with one school district already having desig-
nated funds for support of the program.
199
14-
The Mid-Hudson Career Development and Information Center, currently
located in Pleasant Valley, New York, serves all the districts now in-
volved in the program. The Center has an Advisory Board, an Executive
Committee, a Director, an Associate Director, a Pilot Program Coordinator,
and a Video Technician Alvolved as part of the program. The Director is
responsible for the coordination and implementation of all project activi-
ties, and, in addition, is responsible for seeking financial support for
the project. The Assistant Director bears the responsibility for staff
supervision and the direction of the development of the software used in
the program. Liaison with the teachers in the pilot schools is handled
primarily by the Pilot Program Coordinator. The Coordinator spends one
day per week in each pilot school district assisting teachers in the
effective use of the curriculum guides, occupational monographs, video
tapes and films. The Video Technician services the audio visual equip-
ment, and schedules the distribution of equipment and .apes.
At the local level, support is provided within the individual
school systems through the cooperation of district superintendents, prin-
cipals, and the teachers and counselors. Teachers have been allowed
released time to assist in the preparation of the vocational development
guides and arrangements have been made with local universities to provide
credit courses to help train personnel in the program.
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PkOGRAM RESOURCES
Personnel Resources
The Administrative Staff of the Career Development and Information
Center form the principal program resource, and together with the teachers,
counseiors, and administrators in the pilot schools they form the back-
bone of the program. Ilowever, the human resources available to the pro-
gram are not restricted to these people alone. The Chief Occupational
Analyst of the New York State Department of Labor administers a training
course for guidance counselors in the proper use of Occupational Mono-
graphs. The Mid-Hudson area community has contributed to the program in
a variety of ways. The Mid-Hudson Industrial Association (MRIA), for
instance, has contributed to industry-education cooperation through in-
volving its members actively in the projects developed by the Center.
Members of the MHIA serve on committees as consultants and advisors and
have furnished job training sessions for both teachers and students.
Two radio stations in the area have produced the "Careers on :he Air"
program sponsored by the Center.
Inservice Training
There is a variety of inservice experience available for teachers
and counselors in the Mid-Hudson program. These experiences range from
demonstration lessons in the classroom provided by the Pilot Program
Coordinator to graduate courses available at local universities. The
program offers an inservice course for teachers entitled "Vocational
Development K-9" which may be taken on an 8, 13, or 15...7eek basis. There
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is a comparable course for counselors entitled "Vocational Counseling
Information and Techniques" which is offered on a 15-week basis. A
Community Resources Workshop is available for 100 teachers in a planned
program of exploration of local industrial resources, and a Curriculum
Writing Workshop for 20 teachers follows summer employment for four
weeks in local industry. The Center has also developed various courses
in conjunction with the State University College at New Paltz, St. Johns,
Fordham and the University of Rochester. Presently, they are working
with community colleges in the area.
Physical Resources
A central ,epository has been provided for the career education
program to provide storage space for a variety of materials. The pro-
gram has 18 video tapes and accompanying lesson plans which are available
for teachers in the area. There are also a number of commercially pro-
duLed video tapes maintained on file for the program. Sets of occupa-
tional monographs are available for use within the program, as well as
the curriculum resource guides, material for the "Technology for Children"
classes, various inventory questionnaires, and a wide range of filmstrips,
booklets, books, and pamphlets.
202
PROGRAM-COMMUNITY INTERACTION
The Mid-Hudson program uses a variety of formal and informal mech-
anisms to maintain an ongoing relationship with the surrounding community.
The Executive and Advisory Committees, the Speakers Bureau, and a symposium
of 40 business, industry and educational leaders provide a formal link with
the community. Cooperation with the local Chambers of Commerce, State
Government agencies, newspapers, and local radio stations helps maintain
a less formal but effective system of liaison with the Mid-Hudson area.
One of the principal links with the community comes through the cooperation
between the program and the Mid-Hudson Industrial Association. The extent
of this cooperation is reflected in the fact that the National Association
of Manufacturers has issued a public report endorsing the appointment of
coordinators for industry-education cooperation within both the U. S.
Office of Education and the individual State Departments of Education.
The Career. Development and Information Centt- was itself the recipient of
an award as the outstanding example of industry-education cooperation in
the Nation for the year 1971. The program has also been cited for excel-
lence by various individuals and groups, such as, the School District
Administrators Newsletter, the New York State Vocational Guidance News-
letter, and Robert Happock in Best Books of 1971 on Vocational Guidance.
An outstanding characteristic of the program has been the consis-
tent effort to involve people from outside the school system in the activi-
ties if the program. Families are involved in the program as members on
Advisory Committees, and as participants in such program features as
203
Family Day Local industry has been involved in the program by providing
speakers for the schools and through participation in Employment Informa-
tion Day and Family Day, as well as through the cooperation of local news
media. This spirit of cooperative involvement carries through to the
State level with the involvement of the Departments of Labor and Commerce
in the overall conduct of the program.
204
The evaluation of the career education programs in Mid-Hudson
took different forms in the various pilot schools involved in the
program. These evaluations focused on students, teachers, guidance
counselors, administrators, the curriculum guides, Mid-Hudson Occupation
Monographs, Employment Information Day and vocational counseling. The
Vocational Development Inventory, Crites' Vocational Development Inven-
tory and composition writing were used in some cases to measure student
knowledge and occupations.
In two pilot schools, video tapes were made of control and exper-
imental group discussions both before and after the implementation of
the program. In these discussions, teachers asked their students to
respond to a predetermined set of questions about work. The students,
in some grades, were also asked to list as many occupations as they could
and to write a composition.
Among the evaluations' findings were the following:
(1) The experimental group was more responsive to questions
about careers.
(2) The experimental groups generally made greater improvement
than the control group in their ability to list occupational
titles.
(3) Students ir, the experimental group gave more mature reasons
for selecting jobs.
(4) The experimental group had a better knowledge of the require-
ments for the jobs they chose.
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A number of techniques were employed to evaluate the school staff's
performance and'attitudes. Teachers in the experimental and control groups
were given questionnaires (partially developed by Harold Munson) designed
to measure the amount of career education taught in the classroom and teach-
er attitudes toward career education. The questionnaire was administered
before and during the implementation of the program. During the school
year, representatives of the Career Center observed segments of lessons
from both the experimental and control groups ar1 ma-e a count of the
number of teacher references to vocational development material. Some
teachers were further asked to complete an Occupational Guides Evaluation
Questionnaire in order to determine the student and teacher reaction to
the occupation guides which had been made avilable for classroom use.
Counselors were asked to assess the present vocational counseling program,
the inservice training courses they took, and the guest speakers invited
to present counseling information and discuss counseling techniques.
The objective of Employment Information Day was to make workbound
high school seniors aware of the employment opportunities in their county.
According to questionnaires, students, counselors, and employers generally
felt that the experience helped students get a more complete exposure to
the world of business and give them the feeling that many local employers
were interested in their occupational future.
206
EJDGET
Personnel costs - (5 staff members):Director, Assistant Director, Secretary, Pilot ProgramCoordinator, and Video Technician $ 65,000
Equipment:Video equipment - cameras, video tape, tape recorders,monitors, film strip projectors, tape recorders, etc.. . 14,000
Contracted Services for staff development:Payment for teacher writers for development ofcurriculum guides, consultant costs for teacherstraining workshops and inservice courses 15,000
Office expenses:telephone, office supplies, printing costa, postage, etc. 4,000
Fringe benefits:Social Security, retirement, etc. 12,000
TOTAL BUDGET APPROX $ 110,000
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Contact person:
Visitation times:
CONTACT PERSON AND VISITATION TIMES
Mr. Robert W. Schreiber, DirectorSalt Point TurnpikeR. D. #2Pleasant Valley, New York 12569(914) 266-5506
Wednesdays
Please contact Mr. Schreiberat least two weeks in advance
208
NEW ALBANY SCHOOL DISTRICTNew Albany, Mississippi
Documentation of Career Education Program
Site Team
Gordon I. Swanson, LeaderB. E. ChildersJoseph R. ClaryMollie W. Shook
209
INTRODUCTION
The "Career-Centered Curriculum Project" described in this paper
is located in the schools of the New Albany Municipal Separate School
District, New Albany, Mississippi. The New Albany School District serves
an area of approximately 75 square miles including the town of New Albany
and some of the surrounding rural area. New Albany is a town of approxi-
mately 7,000 persons located in the Northeastern part of Mississippi,
situated in the center of Union County and on the banks of the Tallahatchie
River.
Although Union County, in which New Albany is located, ranks 67th
in County area size in Mississippi and 43rd in population, it is one of
Mississippi's wealthiest areas on a per capita basis. New Albany has 13
busy and prosperous major industries, including the world's largest up-
holstered furniture manufacturing plant under one roof, a manufacturer of
refrigeration equipment, a commercial fertilizer plant, an egg grading
plant, and a number of wearing apparel plants.
The New Albany School District operates an Early Childhood Center,
two nor- graded elementary schools, one :middle- school (grades 6-8), and
one high school. The District has around 200 students in the pre-school
program and 2,000 students in grades 1-12. The elementary and middle
schools have approximately 400 students enrolled. The high school has
around 550 students enrolle,-1. Approximately 200 students enter the first
grade each year with around 115-120 students.graduating from high school.
All of the students in the school district participate in the career
education program.
210
With several higher education institutions nearby, including the
University of Mississippi only 30 milPs away, close to 60 percent of the
high school graduates go on for further education.
Prior to 1970, oppertunities for career exploration and vocational
education were very limited. Some business education, industrial arts,
and home economics programs were provided but few other specific occupa-
tionally centered opportunities were available. The present program grew
in response to a felt need in the School District and was stimulated by
funds available through the Mississippi Department of Education.
The career-centered curriculum approach is consistent with the
expressed philosophy of the School District. Implicit in the philosophy
is an equality of educational opportunity for a wide range of students
which is based upon opportunities for learning about and exploring occu-
pational opportunities through a career-centered curriculum.
211
GOALS.AND OBJECTIVES
The general goal of the program is to assist students both in making
a meaningful career selection and in preparing for a career. The primary
objectives of the career-centered curriculum project are:
1. To develop and implement a career-centered curriculum program
as an integral part of the curriculum.
2. To incorporate into this curriculum a program of guidance,
placement, and follow -up that will be available to all students
and prospective students in grades 1-12.
3. To provide in-school students with career education that will
develop a salable skill or preparation to enter college.
4. To establish a program of local planning and evaluation.
Concepts, approaches, activities, and materials used to reach these
goals and objectives are constantly being evaluated by the administrators,
teachers and project staff in the School District. Evaluation to this
point has been mostly through observation and informal discussions with
students, teachers, administrators, parents, and business and industry
personnel.
212
EDUCATION PROGRAM
The career education program in New Albany is based on the concept
that both academic and vocational areas of instruction are a part of
career development. When an individual receives vocational instruction,
he moves further into career development. Not so obvious is the fact
that when an individual receives academic instruction he also moves
toward an ultimate career choice. This supports the centering of all edu-
cation around career development.
Career development in the view of the New Albany School District,
is closely tied to the perception tha*. an individual has of himself (the
kind of occupation a person pursues reflects his self-concept).
Any strengthening of the capacity and motivation for self-
understanding enhances career pursuits. Persons with inaccurate self-
evaluations tend to make more inappropriate career decisions than persons
with accurate self-evaluations... All other things equal, an accurate
understanding of one's self should correspondingly enhance career deci-
sion making. This project uses intensive testing and guidance at all
levels (K-12) to aid individuals in joining self-insight and accurate
self-concept.
The central thesis of the project is that career development is a
process. The process is a series of increasingly wiser and more specific
choices that become realistic through the development of a self-concept
and of an understanding of the world of work. The program is divided
into four segments: (1) awareness, (2) explanation, (3) preparation,
and (4) entry and advancement.
213
Awareness. The awareness period extends to about the age of eleven,
or the sixth grade. This is the important period in which the "style of
life" of an individual is established. Many things influence the devel-
opment of an individual's style of life--particularly, the environment
of the school and home. Among others, attitudes about work make up the
life style. This emphasizes the necessity of aiding children in develop-
ing attitudes conducive to success in the world of work. Some of the
aspects of awareness that the project attempts to develop during this
period are: (1) that there are different kinds of work, (2) that interests
and abilities affect work, (3) that occupations have both advantages and
--;disadvantages, and (4) that people should be respected for the work they
do. This project uses reading, arithmetic, art, and other common ele-
mentary grade studies as vehicles for teaching about the world of work.
Self-concepts are developed through counseling, the use of various
psychometric instruments, and other guidance techniques.
Exploration. The exploration period extends from about age twelve
to fourteen or grades seven through nine. In this period, four major func-
tions are accomplished by the school:
(1) Provide opportunities for the development and implementation
of accurate self-concept.
(2) Teach decision-making skills.
(3) Provide vocational information and exploratory experiences.
(4) Help students choose and locate appropriate curricula, or jobs.
In this project, there are two parts to the exploration period. These
relate to the nature and depth of the instruction to be provided. The
first part provides a broad survey of the world of work; the second, an
214
in-depth orientation to work through a variety of highly relevant partici-
patory experiences.
Preparation. The preparation period may vary considerably in
length and intensity. It may begin in grade ten (about age fifteen) and
extend through grade twelve for those wo do not receive additional occupa-
tional preparation beyond high school. For others, it may extend through
a two-year post secondary program, or beyond. The preparation period
begins with instruction in broad areas and clusters of occupations, and
becomes more specialized as the training progresses. Students may move
into the world of work at any time they are qualified curing the prepara-
tion period. Those students that drop out of school prior to the prepara-
tion will hare some knowledge of the world of work. However, those who
remain and receive specialized training will enter the more highly skilled
occupations and will be better prepared to cope with the changes and com-
plexities in work.
Entry and advaacement. Upon the completion of the career-centered
education program, or at any time students drop out of school, services
are available through the guidance counselors to assist students in securing
a job. At present. there is no formal student placement program although
there are plans to include such a program at a later date. In place of a
formal program, the counselors maintain a list of job opportunities and a
record of the students' training and interests to assist the students in
becoming placed in jobs for which they are prepared. A survey of local
businesses and industries has been conducted to build a list of available
positions for use in assisting students to find part-time jobs as well is
to provide information to graduates. A program is to be developed to
follow up all students for a period of at least five years and, where
215
needed, they will be encouraged to participate in continuing education
in order that they may advance to their maximum abilities. Continuing
vocational education will be provided by the schools to enable these
people to continue to upgrade themselves.
The program services for career development is provided through
six schools that provide the different segments of the development. The
schools involved are an early childhood development center, two elementary
schools with non-graded primary and intermediate segments, a junior high
school, a high school, and an area vocational school center. A junior
college and several senior colleges are also available for students but
are not a part of the local education agency.
The implementation is based on the following structure:
(1) K-6 - Regular non-graded program used as a vehicle for teach-
ing about the world of work.
(2) 7-9 - Survey of th world of work and job orientation.
(3) 10-12 - Training in occupational clusters and pre-vocational
training.
(4) 13-14 - Specialized occupational education at the post-
secondary level.
The prime method for providing occupational awareness is through
the use of all of the regular teachers in every grade level. The system
considered the use of specialized teachers of occupational awareness, but
discarded the idea in preference to a completely integrated curriculum
using regular teachers.
In order to ascertain that the objectives at each grade segment
are being attained there are quarterly progress reviews report-A. Close
observation by supervisors and coordinators assure that objectives are
216
adequately met. Regular meetings are held with the superintendent, princi-
pals, and project staff. Feedback is encouraged from parents as well.
Guidance services are provided through specialists in the junior
high, high school, and the vocational school. There is one full-time
counselor at the junior high school, a part-time counselor at the high
school, and a part-time counselor at the vocational school. The vocational
school counselor spends two days each week at the high school. Guidance
is integrated throughout the system and each teacher is encouraged to
assist students in educational and personal needs.
One unique feature of the program is the full utilization of all
the resources of the school system to integrate career education into the
instructional program of a small local educational agency. Another
feature is the non-graded program in the grades 1-5 in which job concepts
anethe central focus of all educational activities. The enthusiastic
support of the staff is an obvious base for the apparent success of this
project.
Other unique features of the program are the early childhood pro-
gram, modeling of the curriculum to fit the needs of students, the voca-
tional education center, and the concept of career development as a
developing process.
217
ADMINISTRATION
The commitment to career education in the New Albany School District
is reflected throughout the administration. The Board of Education has
provided clear support of the career education concept. The Board's atti-
tude is reflected in its willingness to make the initial acceptance of
an exemplary-type project from the State Education Agency and in the many
subsequent steps necessary for the growth of the program, such as the
expansion of staff and the development of an increased interaction betweer
the school system and the community.
The program relies on strong administrative leadership centered in
the Superintendent of Schools and assisted by mutually reinforcing leader-
ship roles among principals and program directors. The administrative and
program leadership is strong and effectively focused. The career educa-
tion program is in charge of a Director who reports to a Director of Voca-
tional Education for program activities and to the Superintendent of
Schools for budgetary purposes. Although these lines of reporting are
not distinct, they are effective and both leadership and responsibility
are accepted throughout the system.
At its present stage, the program has moved vigorously toward the
achievement of short-range goals. The school has not had time to reflect
on long-range plans, however it is moving toward a long-range commitment.
The school-community interaction pro,,ided within the program as well as
other elements of the program should '4blish the program as a normative
expectation within the area served by the school.
218
PROGRAM RESOURCES
The staff allocated to career education includes a full-time
director, an elementary coordinator, a middle grades coordinator, and
one secretary. In addition, some time is given to the project by the
superintendent, the early childhood director, two elementary school princi-
pals, the middle school principal, the high school principal, and the vo-
cational director. The deployment of personnel resources for career edu-
cation in New Albany is unique and exemplary. Since the program is inte-
grated into the entire curriculum, every teacher is included along with
the principals, program personnel, and guidance staff.
Inservice training was provided for three days during the orienta-
tion period prior to the present school year. Informal approaches have
been used during the year.
Physical resources include every classroom, an early childhood
center, a suite of offices for the career education project personnel,
and a new vocational education building. Community resources have been
surveyed and the school has been in close touch with all community agen-
cies. The community is being exploited to assist in career education.
Although no specific financial projections have been made for the pro-
gram, these are implicit in the school and community commitment.
219
PROGRAM-COMMUNITY INTERACTION
Extensive use is made of the local weekly newspaper and the daily
newspaper from a nearby town to keep the community abreast of the program.
Presentations have been made to all the major civic organizations in the
community. Businesses and industries have been involved through occupa-
tional surveys, towns.furnishing resource people for the program, place-
ment centers for cooperative eduation students, etc. Parents have been
used extensively in "sharing their careers" with groups of students. The
School Board has been actively involved in the program as well as the
vocational education advisory committee and other advisory groups.
EVALUATION
The evaluation of the New Albany Career Education Program con-
sisted of a recently conducted teacher surve;. Teachers indicated in a
20-item questionnaire their attitudes toward career education, the nature
of their classroom instruction in career education and their opinion of
the impact the career education program has made upon the students.
Teachers in general had positive attitudes toward career education and
felt it to be a sound educational philosophy.
1
221
BUDGETRESEARCH PROJECTS (PILOT)
IMPLEMENTING A CAREER-ORIENTED CURRICULUM IN GRADES 1-12BUDGETED FOR
LOCAL PROJECT OPERATIONNEW ALBANY SITE
1971-1972
A. SALARIES: EPDA LOCAL RESEARCH TOTAL
Local 0.0.P. Educator $5,084 $3,050 $ $ 8,134Local 0.O.P. Teacher (1-6) 3,150 4,650 7,800Local 0.O.P. Teacher (7-9) 3,050 4,750 7,800Local Secretary 3,375 3,375
TOTAL $5,084 $9,250 $12,775 $27,109
B. EMPLOYEE BENEFITS:
Social Security 265 481 663 1,409Retirement 229 417 574 1,220
TOTAL $ 494 $ 898 $ 1,237 $ 2,629
C. TRAVEL:
Local O.O.P. Staff (3) 1,000 1,000Local School faculty attending
special training &Orientation 100 @ $25/dayfor 4 days 10,000 10,000
TOTAL $10,000 $ 1,000 $11,000
D. SUPPLIES:
Instructional 1,250 8,634 9,884Office 225 775 1,000
TOTAL $ 225 $1,250 $ 9,409 $10,884
E. COMMUNICATIONS:
Postage 326 326Telephone 150 150
TOTAL $ 476 $ 476
GRAND TOTAL $ 16,279 $11,398 $24,421 $52,098
2'22 .
CONTACT PERSON AND VISITATION TIMES
Contact person:
Visitation times:
Mr. Dalton Anthony, DirectorNew Albany Vocational CenterP. O. Box 771
New Albany, Mississippi 38652(601) 534-6223
Wednesdays and ThursdaysPlease contact Mr. Anthonyat least two weeks in advance
223
PONTIAC SCHOOL DISTRICTPontiac, Michigan
Documentation of Career Education Program
Site Team
Cas Heilman, LeaderJune V. Gilliard
Donald HoganAllen B. Moore
224
INTRODUCTION
There are approximately 21,300 students (K 12) in Pontiac,Michigan--all 21,300 are considered Career Education students.The traditional stereotypes of general education and voca-tional education have all but disappeared from the scene.
This quote from a recent publication exemplifies the philosophy of
career education in the Pontiac School Discrict. This philosophy has
been developing in the district in recent years, but came to tae fore-
front in 1971 when Pontiac was selected along with five other districts
in the nation by the U.S.O.E. and The Center for Vocational-Technical
Education to develop the Comprehensive Career Education Model (CCEM).
Evidence of the commitment to career education is explicit in district
publications, administrators' orations and most importantly the district's
school ..oard adoption of the cooperative activities within the Comprehen-
sive Career Education Model (CCEM) development.
Pontiac is located approximately 40 miles north of Detroit. It
is a highly industrialized urban community of nearly 100,000 which is
highly dependent on the automobile industry for its economic growth and
stability.
Recent school reorganization of attendance areas at the elementary
and junior high schools has been part of the district's integration plans.
This reorganization has established a racial distribution of the approxi-
mately 377, black, 5% Spanish-American and 58% white students in the
Pontiac area.
Pontiac has made continuous progress in the development of voca-
tional education programs at the senior high level in recent years.
225
I
Since 1967 there has been rapid growth in vocational and exploratory pro-
grams, and particularly during the past 2 years there has been increasing
momentum due to supplementary funds from exemplary projects, CCEM, and
nearly four million dollars from sources such as 0E0, ESEA and EPDA.
During the past 2 years Pontiac has developed programs in career aware-
ness and exploration at the elementary and junior high levels. These
activities are currently in operation as an exemplary program under Part
D of the 1968 Vocational Education Act Amendments. The CCEM has brought
additional resources, both fina-cial and personnel, to assist in the
total program development. The Northeast Oakland Vocational Center area
school for grades 11 - 12 and evening students also serves To facilitate
the career education programs in Pontiac.
226
GOALS AND OBJECTIVES
The guiding statements of goals and objectives for the Pontiac
public schools career education program, by grade levels, are as follows:
Grades 1 - 6
To develop in pupils attitudes about the personal and social
significances of work; to deld.dop each self-awareness; to develop
and expand the occupational awareness and the aspirations of the pupils;
and to improve overall pupil performance by unifying and focusing sub-
jects around a career development theme.
Grades 7 - 8
To provide experiences for students to assist them in evaluating
their interests, abilities, values and needs as they relate to occupa-
tional roles.
To provide students with opportunities for further and more
detailed exploration of selected occupational clusters, leading to the
tentative selection of a particular cluster for in-depth exploration at
the ninth grade level.
To improve the performance of students in the basic subject areas
by making the subject matter more meaningful and relevant through unify-
ing and focusing it around a career development theme.
Grades 9 - 10
To provide in - depth exploration and training in one occupational
cluster, leading to entry-level skill in one occupational area and
227
providing a foundation for further progress, leaving open the option to
move between clusters if desired.
To improve the performance of each student in basic subject areas
by making the subject matter more meaningful and relevant through unify-
ing and focusing it around his career education cluster.
Grades 11 - 12
To provide intensive and specialized preparation in a selected
occupational cluster, or in a specific occupation, in preparation for
job entry and/or further education.
To increase the student's motivation to learn by relating his
studies to the world of work.
To provide intensive guidance and counseling, in preparation for
employment and/or further education.
To insure placement of all students, upon leaving school, in
either: a job, a less than baccalaureate postsecondary program, or a
baccalaureate program.
To maintain continuous follow-through of all dropouts and gradu-
ates and to use the resulting information for program revisions.
228
PROGRAM ACTIVITIES
The Pontiac School District program offers a set of activities
from the kindergarten through the senior high school levels and \includes%
a cooperative effort with the Northeast Oakland Vocational Educaton\%
Center. Within the program, the early grades emphasize occupational
awareness; the middle grades, occupational exploration; and the uppe
\Kindergarten%
%
Activities at the kindergarten level are built around "the famil0
grades concentrate on skills training.
and "what the family does." They include role playing.field trips,
films, and classroom activities.
Grade 1
At the first-grade level, teacher units focus on the "school set-
ting," an occupational awareness of the jobs in a school. Student learn-
ing activities include role playing, films, classroom experiences, and
field trips. Such activities are planned by the classroom teacher with
assistance and supportive service from elementary school counselors.
Grade 2
Activities at the second-grade level are expanded to include the
orientation and introduction of the "neighborhood concept." At this
level, the program begins a basic integration of subject matter with the
world of work. Student activities include role playing and the
229
construction of a community setting. Teachers and counselors cooperate
in directing the activities of the program.
Grade 3
At grade three, the career education focus is expanded to orient
students to the "community in general." Curriculum relationships to the
world of work are emphasized. Teachers and guidance personnel jointly
plan and direct the classroom activities, field trips, films, role models,
and other teaching methods.
Grade 4
At the fourth-grade level, students begin to identify "life styles"
of people and are directed toward identifying "Iwhy" people work as they
do. Both teachers and counselors plan and direct student activities.
Emphasis is placed on more detailed field trips, classroom work, and
films. Included in the students' experiences are activities designed to
identify how their school subject matter relates to the world of work.
Grades 5 and 6
At this level, the program focuses on a more in-depth orientation
to the world of work which includes a basic introduction to the U.S.
Office of Education's 15 defined. occupational cluster areas. The class-
room activities, field trips, films, and other techniques are centered
around the cluster areas. A stronger effort is made to- interrelate
specific subject areas to the world of work. Guidance activities designed
to enhance the students' self-concept are also stressed. At the fifth-
and sixth-grade levels, students are encouraged to participate in special
230
ti
interest groups, after-school activities, and other school-related
activities designed to strengthen the career education focus.
Sample Units
are:
Examples of unit areas of instruction, by elementary grade level,
Kindergarten.
WorkIntroduction to Jobs in SchoolIntroduction to Jobs at HomeAdult Workers on Our Street
First grade.
LearningEducationSchool PersonnelJob ApplicationSuggested Careers for Study
Second grade.
Education and the World of WorkLevels of Job SkillsA Look at My EducationWhere Do We Go From Here?Suggested Careers for Study
Third grade.
Who am I?A Study of Me in SchoolA Study of Me at HomeWhen I grow Up, I want to be . .
Suggested Careers for Study
Fourth grade.
Work at HomeWork in SchoolExploring the World of Work
Fifth grade.
Work HabitsExploring the World of Work
231
Sixth grade.
Looking for a JobExploring the World of Work
Junior High Level
World of Construction and World of Manufacturing programs have
been set up in Pontiac at five iunior high schools. Pupils in the World
of Construction program explore all of the steps necessary to construct
a building, beginning with surveying and mapping land surfaces. They pre-
pare working drawings, estimate costs, and schedule operations, They then
work in small groups to build a modular structure, complete with roof,
siding, wiring, plumbing, and trim,
The World of Manufacturing program is designed to help youth under-
stand the basic concepts of manufacturing technology. Students work
together in using tools, materials, and techniques to produce products
that represent, in principle, many products produced in a factory or plant.
Students learn how industry integrates men, machines, and materials into
efficient production systems. The study focuses on the management, person-
nel, and production techniques of manufacturing.
All seventh- and eighth-grade students are exposed to some area of
vocational education including such areas as World of Construction, World
of Manufacturing, drafting, arts and craft, and homemaking. In the ninth
grade, students select their own courses in these areas according to
their furure career interests.
Each ninth-grade student at Madison Junior High School is exposed
to 2 hours of group guidance each week. One hour is an assembly where
programs are planned by students and counselors. The semester is planned
around "Planning Your Future." Programs on values, aptitude, and
232
vocational information are presented, involving role models, panel dis-
cussions, and movies. These are followed by an hour of discussion or
group interaction<
All junior high schools are setting up programs to prepare sixth-
grade students for junior high school. These programs include: parent
nights, visitation to junior high schools, visits by junior high students
to feeding elementary schools to explain their program, and counselor
visitations. Jefferson Junior High School has developed a questionnaire
to determine student interests in vocational planning, to be followed by
field trips or representatives coming in to talk to students about these
interests. Kennedy Junior High School has developed occupational
material according to subject areas in the curriculum, and each teacher
can use this material to relate occupations to the subject he is teaching.
One-year prevocational programs are offered to students at the
ninth-grade level in the areas of home economics, business education,
industrial arts, drafting, graphic arts, metals, woods, and arts and
crafts. They are available to all students wishing to enroll.
Senior High School Level
The following types of courses are offered at the two high schools
and the Northeast Oakland Vocational Education Center (N.E.O.V.E.C.).
Business and Office Occupations
Marketing and Distribution OccupationsIntroductory coursesAdvanced classes and work experiences
Communications and Media OccupationsGraphic Arts, Printing, Radio and TV
Consumer and homemaking
233
Education Related OccupationsAcademic preparatory classesCo-op Teacher AidYouth Tutor YouthNeighborhood Youth CorpsDay Care
Public Service Occupations
Health OccupationsIntroductory courseCo-op and Special Education
Hospitality and Recreation OccupationsBroad exposure to Recreation through P.E.
Personal Service OccupationsCosmetology, Clothing ServicesFood Service, Waiter, Waitress
Agri-Business and Natural ResourcesCo-op in Landscaping, Nursery, FloristAcademic Science
Marine Science OccupationsAcademic ScienceMarine and Small Engine Repair
Environmental Control OccupationsAcademic Science
Fine Arts and Humanities OccupationsArt, Vocal Music and Instrument Music Programs
Construction OccupationsWorld of ConstructionHouse Building Project
Manufacturing OccupationsWorld of Manufacturing
Transportation OccupationsAuto Mechanics, Auto Body Repair, Driver Education
Placement - High School Co-op Programs
Nine part-time coordinators carry the major responsibility for the
operation of Pontiac's Co-op Programs. They seek out training stations
234
for the students in the business community and match the students and
the employers at regular intervals during the semester. To qualify for
the Co-op Program, a student must be 16 years of age or older, have a
good attendance record, and indicate an interest in the occupation as a
career. Through the Co-op Program, over 800 students have been placed
during the past 2 years; the placement offices have assisted about 400
students to obtain jobs and issued over 1,700 work permits; about WO
of the 1969 graduates pursued post-high school training; and over 600
were employed.
The occupational areas in the Co-op Program are distributive edu-
cation or retailing, office, and trade and industrial; and food service,
child care, and health service which combine to form a Home Economics
Co-op. The students spend 2 to 4 hours per day in a "classroom about
town" work setting, and approximately 3 hours at school studying a job-
related course and other courses such as English and civics required for
graduation. The student's work experience is guided by a training plan
developed cooperatively by his coordinator and employer. Approximately
450 students are involved in Pontiac's various Co-op Programs.
Northeast Oakland Vocational Education Center
The two high schools in Pontiac are served by the Northeast
Oakland Vocational Education Center, a five-school district area insti-
tution designed to prepare 11th- and 12th-grade students for employment
in specific occupational areas. Students spend half of their day at the
Vocational Center and the other half at their home school earning credits
for graduation. Instructional areas at the Center include appliance
repair, auto body repair, auto mechanics, building construction, child
235
care, clothing service, food service, cosmetology, display; distributive
education, fluid power, heating and air-couditioning, industrial elec-
tricity, marine and small engine, refrigeration and welding. The center
is also open in the afternoons for special programs, including programs
for dropouts and special needs students. In the evening, the center
provides related instruction for persons enrolled in apprenticeship and
technical programs through area industries.
Placement of students trained at the center is a cooperative effort
between instructors at the center and the center's counseling department.
Coordination is the responsibility of the counseling department, with
the major efforts directed toward placement of students by instructors
in specific occupational areas. Instructors are allotted placement time
to locate appropriate job positions and to assist the student in securing
jobs.
Project growth is a vocational training program for non-high school
graduates and adults. The program is based at the Northeast Oakland Voca-
tional Education Center (NEOVEC) where students can enroll in any one of
nine vocational classes and also receive training in mathematics and read-
ing. The program also has three instructional classes at Pontiac Northern
High School. Project Growth is designed to help the non-high school
graduate to make a choice of vocation and adults to enter a different vo-
cation from the one they are in. Students receive 40 weeks of training
for 4 days a week. Two days are spent in vocational class, 1 day in the
math class, and 1 day in the reading class Students are placed in a job
once they have completed their training. The apprentice curriculums for
Pontiac schools include: Auto, Truck and Trailer Repair; Die Designer;
Die Maker; Draftsman Designer; Experimental Auto (Product Engineer Layout
236
and Assembly); Industrial Carpenter; Industrial Plant Electrician; Instru-
ment Repair; Machine Repair; Metal Hardner; Millwright; Pattern Maker
(Metal); Pattern Maker (Wood); Pipe Fitter; Tinsmith; Tool Designer; Tool
Machinist - All Around; Tool Maker and Jig and Fixture; Welder; Wood Model
Maker; and Air-Conditioning and Refrigeration (Industrial).
237
ADMINISTRATIVE ORGANIZATION
The administrative organization has built in linkages for articu-
lating the career education component of the district with the CCEM. This
organization, while tentative and adaptive to change, is shown in the
following diagram:
Instruction PersInnel
Super'ntendent
1
Business FedeI ral Pupil PersonnelProgram Services
IVo.Ed. PIE. MusI ic ElemeIntary SecoIndary C EM
238
/
Computer Service
Exemplary Progra
PROGRAM RESOURCES
Administrative staff for the career education program includes a
director for the exemplary vocational education program and a director
and staff for CCEM. Resource persons from the pupil personnel staff, the
research and development staff, and Ohio State University have been used
for program development and implementation.
Inservice Training
Inservice training for staff development has been made an inte-
gral part of both the CCEM and the Exemplary Vocational Education projects.
Prior to its start, the exemplary program provided a ten-day training
program for eight counselors and approximately 37 social studies and lan-
guage arts teachers. One of the major thrusts of the inservice program
was the training of counselors in techniques of personal counseling for
enabling elementary school pupils in the development of self-concept and
career awareness. Secondly, the inservi 2 program included training in
the development of curricula for career education, K-12.
The inservice training for CCEM consisted of a two-week workshop
for school administrators, teachers and parents. A major purpose of the
workshop was to introduce the concept of career education and to develop
the broad base of commitment necessary for the implementation of a com-
prehensive career education program, Out of this workshop approximately
11 teachers were selected and given complete release-time from classroom
duties in order to participate in an intensive inservice program to be
239
conducted during the 1971-72 school year. Aside from being provided
extensive training in instructional techniques, these teachers, along
with several parents and students, are precantly engaged in developing
instructional materials which ultimately will become the career education
curriculum for the Pontiac schools.
Several instructional units developed by this nucleus curriculum
group are now being piloted in several of the schools. Classroom
teachers currently involved in the pilot programs are provided one-day
inservice and continuous supportive services by the members of the curricu-
lum development team. The Research and Development staff recently con-
ducted a survey concerning teacher attitudes toward career education.
The results of this survey will be used in determining inservice needs
and the structure of future professional training programs.
C
Facilities
The career education program is pre-,ntly being carried out with
existing facilities. While no new facilities have been constructed
specifically for career education, it should be noted that the school
district has available a rel,tivel- sophisticated computer-assistance
system which will greatly facilitate the extension and development of
the personal ccanseling concept incorporated into the program. Addi-
tionally, the program and facilities of the Northeast Oakland Vocational
Education Center are easily accessible to students in the Pontiac schools.
Community Resources
Members of the business and industrial community serve on advisory
committees for the Exemplary Vocational Educati-n program, for CCEM, and
240
for each of the programs offered within the regular vocational education
program. Representatives from the community are invited to talk with
pupils concerning opportunities within the various occupational clusters
being studied. Businesses and industries in the community also serve as
sites for field trips and for placement of pupils seeking part-time and
-full-time employment
,.-
241
COMMUNITY INTERACTION
Prior to beginning the career education program, the Pontiac School
System had already established advisory committees for each of the voca-
tional education programs offered. Within the framework of E.S.E.A.,
Title I, a model for establishing community advisory committees was also
developed. This model consists of the following components:
1. An advisory committee of from 15 to 20 members for each of the
four clusters of schools housing grades 1 - 6.
2. Two Zone Advisory Groups for schools housing grades 7 - 9,
each composed of 18 members- -six elected representatives from
each of the three schools included in the zone.
3. An Area-Wide Advisory Committee consisting of 18 members- -
three elected representatives from each cluster and each zone
advisory group.
Inasmuch as the career education program involves grades K - 12,
the existing school-community network was expanded to include advisory
committees for the senior high school.
In January 1972, a Parent Coordinating Committee (PCC) consisting
of representatives from all of the areawide advisory committees, including
those for the Exemplary Vocational Education Program and CCEM, was organiz-
ed. A major function of this committee is to act as a sounding board for
new programs proposed by the district and to assist in coordinating new
programs with those already operating in the Pontiac schools.
242
In addition to being on advisory committees, parents serve as
working members of the curriculum development team for the CCEM program.
The Pontiac school system has also utilized mass media (news-
papers, radio, etc.) and printed brochures to disseminate information
concerning the career education program.
243
EVALUATION
West Michigan University performed a third party evaluation of the
Pontiac Career Education Program during the 1971-1972 school year. Using
Stufflebeam's Context Input Process Product (CIPP) model, the evaluators
gathered information in such areas as student interest in careers, student
self concept, student knowledge of occupations, and teacher and parent
attitudes toward career education. This data was collected at the begin-
ning and end of the school year from persons in the treatment group and
an outside control group.
The evaluators concluded that the students in the treatment group
possessed a greater occupational awareness, a more positive self concept
and a greater interest in school. A more detailed description of this
evaluation will soon be available.
244
Contact person:
CONTACT PERSON AND VISITATION TIMES
,
Mr. Robert RochowProgram DirectorNE Oakland Vocational Center1351 North Perry StreetPontiac, Michigan 48058(313) 334-3595
Visitation times: Please contact Mr. Rochowat least two weeks in advance
245
RENTON SCHOOL DISTRICT #403Renton, Washington
Documentation of Career Education Program
Site Team
Arthur M. Lee, LeaderSteve Stocks
Allen B. Moore
246
INTRODUCTION
Renton School District #403 has 18 elementary schools, three mid-
dle schools, and three high schools. The district includes the city of
Renton and its environs, an area of 37 square miles on the south shore of
Lake Washington and 12 miles from the center of Seattle. Ordinarily one
of the wealthiest school districts in the county with the Boeing Aircraft
Company its largest taxpayer, Renton has enviable physical facilities and
equipment but limited operating funds. There is no evidence of cutting
back on program development because of economic reverses accompanying the
aircraft industry's recession, but rather a determination if anything to
move ahead even more aggressively in its career education program.
Some elements of the career education program at Renton were there
before 1970. A multi - district "occupational versatility program" in the
middle school began with a year of planning in 1969. An excellent
vocational-technical institute was in operation. The industrial arts
curriculum at Renton High School had been overhauled to include photography,
graphics, electricity-electronics, power mechanics, home mechanics, and
plastics as well as the traditional woods, metals, and drawing. Some of
the instructional personnel who are providing leadership in the new total
career educational program were on the scene.
The real beginning of Renton's new career education program, however,
dates from July, 1970, with the arrival of the present superintendent. The
new superintendent brought with him a director of vocational programs with
considerable experience. These two administrators have identified persons
247
already in the district with ideas and initiative in career education and
have given them strong support, Two persons in particular helped develop
the basic concept, wr'te the proposal. and now help direct the Renton
Middle School Diversified Occupations Program, The evidence is unmistak-
able that career education in the Renton School District is being devel-
oped through the determination and concerted efforts of particular indi-
viduals.
248
GOALS AND OBJECTIVES
The pre.;ailing educational philosophy of the Renton School Dis-
trict is expressed in a statement over the signature of the superinten-
dent on proposals submitted to the State Superintendent of Public In-
struction and other documents. "Renton School District #403 is formally
committed to developing and implementing a total career development pro-
gram on all grade levels throughout the entire school system."
It is intended that all children in grades K-5 will receive an
occupational "awareness program" designed to acquaint each child with
jobs that are representative of the entire occupational array. A broad
orientation program will be given to all students in grades 6-9 which
includes considerable hands-on experience with a wide variety of tools
and materials. Career development is provided at the secondary level in
grades 10-12, with some students receiving continued exploratory experi-
ence to be followed by postsecondary training, and others receiving skill
training in vocational education programs.
The goals of Renton's career education program are clearly defined
for each of the three levels. Children in grades K-5 are expected to
1. develop wholesome attitudes toward work;2. become acquainted with the world of work and familiar with key
occupational concepts;3, develop respect and appreciation of workers in all fields; and4. formulate a self-concept that includes possible work roles.
(This self-concept should take into account interests, abili-ties, values, and needs.)
Children in grades 6-9 will be expected to
1. understand and appreciate the positions and contributions ofindustry and labor;
2. understand the structure and pattern of business and labor;
249
3. understand career opportunities in the light of present andanticipated employment needs;
4. understand the formal and informal trairing programs relativeto occupational entry;
5. understand personal abilities, achievements, interests, values,and needs (self-concept) in relation to training and employ-ment; and
6. formulate a training plan leading to related occupation objec-tives.
(This preliminary commitment is built on the basic skills,knowledge, and understandings acquired in pre-vocationalclasses. Formulation of a training plan is an essential stepin vocational decision-making.)
The goals to be achieved by students in grades 10-12 are to
I. understand pertinent facts (wages, hours, conditions, opportuni-ties for job entry and advancement, hiring practices and pro-cedures, etc.) relative to a number of specific occupations;
2. develop interpersonal skills essential to job entry, retentionand promotion;
3. take into account the fact that many of the factors involved invocational decision-making are ever evolving and that occupa-tional choice is not an irreversible process; make an occupa-tional choice that permits implementation of self-concept,(Students must be aware of opportunities for upgrading and forretraining. This includes sources of financial aid as well asactive training programs.); and
4. enter a training program that permits the acquisition of skillspermitting either entry-level job placement after graduationor allowing a continuation of training after high school.(The counselor assumes an active role in developing basic skillscommon to seeking, securing, and holding a job. The counselor'srole extends through entry job placement in the first instance.In the case of continuation of training, the counselor assists itthe matriculation process. This necessitates establishing andmaintaining relationships with diverse helping agencies as wellas training institutions.)
Specific objectives toward achieving these goals are equally de-
tailed for the present and next school years in special vocational educa-
tion project proposals submitted to the state superintendent. They are
precise and measurable, permitting evaluation of the progress made at stated
intervals. The planning which has gone into Renton's career education de-
velopment is clearly evident.
EDUCATIONAL PROGRAM
At present, it is the avowed philosophy of the superintendent, as
well as the Board of Education, that the district is fully committed to
the development and the implementation of its total career education pro-
gram for K-12 as the best policy to provide opportunities for the total
learning of the students of the Renton District. In the elementary
schools, the school system will operate an awareness program; in the mid-
dle schools, an exploratory experiences program will provide basic skills,
knowledge, understanding and attitudes essential to vocational decision-
making; in the secondary grades 10, 11, and 12, both exploratory and pre-
paratory programs are offered.
Several small projects have been conducted at various grade levels
in an effort to make some inroads into the objectives of career education
throughout the entire district. The most recent one of these on the
primary and intermediate levels is an exemplary project designed to famil-
iarize elementary school students K-5 with a broad range of occupations,
including those for which special skills are required. On the junior high
level, the district is involved in another career exploratory project
whose central purpose is to develop a comprehensive, articulate career de-
velopment program for grades 6, 7, 8, and 9. It is the district's goal to
create a program that will meet the needs and interests of the students
for preparing for the role of homemaker and the dual role of homemaker and
wage earner. In addition to this, there is also an occupational versatil-
ity program for both boys and girls designed to advance creativity as well
251
as hands-on experience with tools and materials in a wide variety of
activities from electricity and crafts to welding and machine shop. A
pilot program is in operation at McKnight School in conjunction with
several other neighboring school districts which are also participating.
In the primary and intermediate grades, the awareness program is
characterized by lessons that deal with selected topics related to con-
cepts of work--bosses, labor unions, fringe benefits, etc. The method-
ology includes action-oriented activities such as dramatization, role
playing, simulation games, and also the use of single concept materials
such as film loops, slides, and filmstrips. In the middle schools,
learning activity packages are being developed which deal with those con-
cepts identified in the home and family living program. Here, extensive
use will he made of arts and crafts, home economics, and related activi-
ties desieled to give the students exploratory information about the role
of both homemaker and wage earner.
The "occupational versatility" program at McKnight School has
reached a hi,01 level of development. It is an ungraded, student-directed
program in which all boys and girls rotate by class through the large
multiple-purpose shops, selecting their own individual projects, follow-
ing detailed instructions in print and or film, using power machines and
safety equipment, and maintaining complete records of their progress.
Instructors act as consultants, and ri,aintain a continuing watch over stu-
dent activities. On the high school level, the quality of the programs
that are offered in home economics, industrial arts, business education,
and distributive education appears to be very good, In addition, stu-
dents may elect to attend the Renton Vocational Technical Institute, which
252
offers specialized training in accounting, clerk-typist, general office
clerk, secretary, cashier-checker, mid-management, key punch operation,
civil engineering technology, electronics, major appliance repair, auto
mechanics, auto body repair, machine shop, office machine repair, weld-
ing, and food service/preparation.
Provision for guidance services in grades K-5 are somewhat lim-
ited, with some schools being served by a half-time counselor. In grades
6-9 most of the schools have at least one full-time counselor, and on
the high school level they have a ratio of one counselor to L.00 students.
In the vocational-technical center the ratio is approximately one coun-
selor to each 200 students, which appears to be adequate. Overall, the
guidance program is not adequately staffed at this time and certainly
needs to be upgraded when finances permit. There is no specific place-
ment office on the secondary level, and placement is accomplished by
those teachers involved in the various occupational programs. The same
holds true for the postsecondary level. Severa programs seem to have
excellent placement, for example the food services program and welding.
In terms of actual student time, approximately 10 out of every
1,080 hours is being devoted to career education on the K-5 level. In
the middle schools, the ratio is considerably more varied, ranging from
80 to 350 hours, depending upon the school. In the secondary school,
here again depending upon the emphasis in thl particular school, it
ranges from a few hours to as many as 720 hours. in postsecondary school
work, the total program is devoted to career education. Staff time is
roughly the same. Within the entire district an estimated 15-20% of
total staff time is being devoted to career education.
253
Among the unique features found within the Renton District is the
overall district commitment to the establishment of a total career educa-
tion program. This is most evident when the superintendent, the director
of vocational education,and others on the district level exhibit their
enthusiasm and commitment to this theme. and is best typified by the occu-
pational versatility program at McKnight School. The main objective is
that students have an opportunity to determine and develop their identity
in a shop environment, that is, to develop their ability to be self-
sufficient, productive and adaptable. This is done in an ungraded,
student-directed, personalized program using self-instructional techniques.
254
ADMINISTRATrON
The school board at Renton has not formally adopted the career edu-
cation policies described above, yet the intentions of the board to in-
corporate career education into the total school program is quite evident.
For example, two new administrative positions were created last year to
develop career education programs while the staff had to be reduced in
other areas due to the loss of a tax levy election. While the district
had to lose in excess of 100 professionals because the levy was defeated,
the board saw fit to create the new positions of Director of Vocational
Education and Coordinator of the Co-op Program, Business Education and
Home Economics. Concurrent with the creation of these two new positions,
new co-op programs in diversified occupations were established.
In addition, the board has given its blessing to a career educa-
tion curriculum develo,,ment project for a career awareness program in the
elementary schools. This program includes the development of career edu-
cation packages for use by the elementary teachers. A program of curricu-
lum development in the middle school will include developing learning
activity packages in Home and Family Life Education, The aim of this
curriculum development project is to replace the Home and Family Life
curriculum as it now exists.
The superintendent of Renton School District has demonstrated his
commitment through recruiting professionals who have a deep commitment to
career education. As evidence of further support of career education, the
superintendent has directed that two vocational edu "ation administrators
be added to the curriculum council which' must rule on all program changes.
255
Renton appears, on the surface, to have a typical organizational
setup, headed by a superintendent and appropriate assistant superinten-
dents and directors. However, on the level immediately below the superin-
tendent there is a deputy superintendent, assistant superintendent and two
directors, one of which is the director of vocational education. This
last man answers directly to the superintendent, is involved in all
decision-making matters on that level, and is undoubtedly in a very favor-
able position to effect necessary changes for the promotion of career edu-
cation within the Renton School District.
The total responsibility for career education has been assigned to
the director of vocational education and he is assisted by a series of
supervisors in charge of pre-vocational and vocational programs, appren-
ticeship programs, federal programs, and continuing education, as well as
a supervisor of the Renton Valley Vocational-Technical School. It would
appear from the organizational chart that the vocational programs in this
school district are very well-staffed in terms of administrative positions.
Immediate short-range goals are the revision of two programs: on
the secondary level, the business education program; and on the middle
school level, the family living program. In addition, an attempt will be
made to upgrade capital outlay expenditures for equipment. A continuing
effort will also be made to further implement the diversionary occupational
program in the high schools. In the elementary schools, it is the district's
intention to continue the broadening of the awareness programs which are
presently in the developmental stage.
In the middle school, the district's long-range plans are to mesh
the exploratory aspects of career education throughout the entire curriculum.
256
In the elementary schools, the district plans a continued develop-
ment of career awareness until it permeates the entire elementary spectrum.
As the variety of programs are being formulated, evaluation pro-
cedures are being written so that they will coincide with the objectives
of the program. Thus, those individuals who are charged with supervising
the programs will be able to determine when they have accomplished their
objectives.
257
PROGRAM RESOURCES
As has been noted earlier, personnel resources for career educa-
tion are impressive at the administrative level. The superintendent
believes that the key to a successful program is the instructor, and he
is attempting to put vocational and academia teachers together in team
teaching wherever possible. Eventually,he hopes to select the teachers
who have entered into the program most successfully and use them to
develop a genuinely fused curriculum.
Inservice training for the teachers is provided in at least three
ways: (1) released time for some to visit other schools and programs;
(2) new curriculum development by the teachers themselves supervised by
administrative personnel; and (3) interaction between vocational and
academic teachers in team teaching.
The physical resources include an excellent up-to-date vocational-
technical institute, well-equipped in a variety of programs, and perhaps
one of the best equipped middle school occupational skills laboratories
in the country. In the past three years, the Renton School District has
been engaged in a massive building and remodeling program which, when com-
pleted, will provide facilities; second to none in the nation according to
those in charge of their planning and implementation.
Community resources being utilized are not readily apparent at the
elementary and middle school levels beyond parental and public support.
At the secondary and postsecondary level, an extensive apprenticeship pro-
gram has been developed with over 900 apprentices enrolled this year.
258
Work study and co-op programs are well supported by the community. A
designated counselor is currently work'ng with the Renton Chamber of
Commerce to develop and implement a planned career orientation program
that will use the resources of the school and the communities' businesses
combined. It should be noted that the Chamber of Commerce and the Renton
City Council both endorsed a $9.2 million dollar special school levy
package voted on in February, 1972.
The short-range financial plans for continuing and expanding the
career education program are through the use of existing resources and
special grants from state and federal programs. Long-range plans are not
clear, but appear to follow the same pattern. Temporarily, Renton may
encounter some difficulties in moving as far and as fast as the admini-
stration and some of the teachers would like to go. Barring major prob-
lems, however, there should be little real doubt that their goals and
objectives will in large part be achieved.
259
PROGRAM-COMMUNITY INTERACTION
Advisory committees are established in all secondary programs to
insure community interaction in the programs. In addition to the advi-
sory committees,the district uses personal contacts of teachers and
administrators, a speakers bureau and a recently employed public rela-
tions person to facilitate community interaction in all program planning.
Career education programs are linked with other sectors of the
community by the following means: (1) membership in the Northeast Voca-
tional Advisory Council, which is composed of school districts of the
area; (2) membership in a consortium of school districts to develop the
occupational versatility program; (3) cooperation with the Chamber of
Commerce to establish an on-going career council program for the secon-
dary schools; and (4) through the Department of Health, the school dis-
trict makes a valuable contribution to the rehabilitation of alcoholics
at the county treatment center. Also parents, students and former stu-
dents are being involved in a complete revision of the Home and Family
Life curriculum; and techniques developed here will be used in other more
ambitious curriculum changes to follow.
A career orientation program conducted with the assistance of the
Chamber of Commerce Education Committee is a take-off on the career-day
theme. The unique difference is that it lasts for approximately one month
rather than one day,enabling a student to explore many careers rather than
only one or two. One of the most unique aspects of this orientation is an
arrangement for students to have an observational-participant experience
260
with a representative of the career field of their choice, which is con-
ducted at the career representative's place of business, and while usually
brief, may be for as long as a semester in some cases.
261
EVALUATION
Little information is presently available on the evaluation of
the Renton Career Education Program. A formal evaluation on the aware-
ness and exploratory aspects of the program will soon be available.
262
BUDGETARY INFORMATION
Grade
Levels
FY 7
2
Federal
Loc. 1-ST
Total
FY 7
3
Federal
Loc. 1ST
Total
1 1
5 5
Awareness - Development
2,404.00
542.00
2.946.00
Awareness - Operation
*
N.A.
1,000 00
4,000.00
5,000.00
N.A.
6- 9
Exploratory - Development
7,000.00
6,641,00
13,641.00
12,170.00
15,156.00
23,326.00
6- 9
Exploratory - Operation
(Frog, Budget Not Dev,)
(Prog. Budget Not Dev.)
10
12
Voc. Preparatory
Dev.
(Prog. Budget Not Dev.)
78,084.00
17,608.00
95,642.00
10
12
Voc. Preparatory
Operation
(Prog. Budget Not Dev.)
12,000.00 584,994.00 596.994.00
Supp. Services - Operation
12,086.00
870.00
12,550.00
17,200.00
1,550 00
18,750.00
V.T.I.
Voc. Preparatory - Dev.
.00
26,424.00
5,958,00
32,382.00
C7s
low
)Voc
Preparatory - Operation 69,731.00 584,195.00 653,926.00
37,400.00 643,789 00 681,189.00
Voc. Supp. - Development
.00
19,372,00
4,368.00
23,740.00
Voc. Supp. - Operation
18,411.00 148,458 00 166,869.00
8,250.00 156,320.00 164,570.00
Voc. Apprenticeship
Dev.
.00
.00
Voc. Apprenticeship - Oper.
7,070,00 127,046.00 144,717.00
9,350,00 142,820.00 152,170.00
M.D.T,A.
193,085.00
21,454.00 214,539.00
260,752.00
28,973.00 289,725.00
N.A.
34,107.00
3,449.00
37,556.00
Supp. Services - Operation
24,932.00
6,908.00
34,648.00
57,692.00
24,358.00
82,050.00
Research
2,000.00
2,387.00
4,387.00
22,000.00
.00
22,000.00
Continuing Education
36,955.00
56,955.00
45,623.00
45,623.00
Contact person:
CONTACT PERSON AND VISITATION TIMES
Mr. Dury FoxPrevocational and Vocational
SpecialistAdministration Building435 Main Avenue, SouthRenton, Washington 98055(206) 235-2403
Visitation times: Between August 1, 1972 andMay 31, 1973
Please contact Mr. Fox at least
two weeks in advance
264
SPRINGFIELD PUBLIC SCHOOLSSpringfield, Oregon
Documentation of Career Edilcation Program
Site Team
Arthur M. Lee, LeaderB. J. StampsSteve Stocks
Allen B. Moore
265
INTRODUCTION
Springfield, Oregon, is part of a metropolitan area in the west
central part of the state-with a total population of about 110,000 and
strongly oriented to the lumbering and wood products industry. Eugene,
Oregon, located just across the Willamette River, contains most of the
population and business; Springfield is largely a working class community
with considerable in- and out-migration. The school district contains
two high schools, four junior high schools, and fourteen elementary
schools with a total enrollment in 1970-71 of about 9,600 students. Of
these, 2,200 are in the high schools, 2,400 in the junior high schools,
and 5,000 in the elementary schools. Participation in the program is at
100% in two of the elementary schools, one junior high school, and both
high schools, with each of the other elementary and junior high schools
in the district at various stages of development toward the same level
of achievement.
The career education program at Springfield began in 1964 follow-
ing a report on one of the high schools which recommended an occupational
emphasis. A bond issue provided for additional facilities to implement
these recommendations and in 1968 the District Board adopted a resolution
to make large expenditures for equipment and to expand the number of
career clusters then being offered
It was also in 1968 that a Federal research grant was received by
Oregon State University to assist the Springfield District in developing
a total career education program. The impact of this vocational research
266
effort, a three-year project known as CORE (Careers Oriented Relevant Edu-
catiod) is unmistakeably evident and widely acknowledged by administrators
and teachers in the Springfield schools. CORE spoken of as a "process"
rather than a program, through which relatively small amounts of Federal
assistance are used to generate program development in the district by
local school personnel.
In 1971, the two Springfield high school principals attended an
'administrators' meeting, where they had an opportunity to review other vo-
cational programs. The input from this meeting was used in the develop-
ment of a Comprehensive Career Education Model which was then adopted by
the Springfield District Board.
267
GOALS AND OBJECTIVES
The prevailing educational philoscreay of the Springfield schools
is contained in the abstract of a "Long Range Plan for Career Education,"
which is the Comprehensive Career Education Model adopted by the School
Board May 3, 1971. That statement read in part:
The business of the Springfield School District is to providestudents learning opportunities and experiences which relate tocareers. . . . Springfield School District will identify indi-vidual student interests and abilities and match them withappropriate career pursuits; develop programs around occupationswhich are consistent with current and projected labor departmentneeds; and, instill in students, teachers, parents and the com-munity the worth of any constructive career goal.
Equality of educational opportunity as applied to career education is
readily apparent.
There are seven overall career education goals in Springfield's
Long Range Plan:
1. To provide sufficient experiences and information at all grade
levels that students will be aware of their abilities and
therefor make wise selections of career goals.
2. To prepare students at the secondary level with the skills
and knowledge n3cessary for entry into future employment in
an occupation or group of closely related occupations
(clusters).
3. To provide education that is socially and economically relevant
to the needs of the individual and to the manpower requirements
of the nation, state, and community.
268
4. To provide adequate and continuous guidance of students to
assure proper placement in career education programs.
5. To provide curriculums in career education which link general
education to the world of work.
6. To utilize all personnel - administrative, supervisory, teacher
education, State Department, teachers, and counselors in the
achievement of career education objectives.
7. To provide systematic evaluation of programs by administrators,
teachers, and advisory committees to assure its relevance to a
dynamic and changing world of work.
Specific objectives for achieving these goals have been determined
for each year beginning with 1971-72 through 1975-76 under ten major
considerations. These are: (1) Percent of 11th and 12th grade students
enrolled in clusters (33%, the first year, 50% the fifth year); (2) Number
of clusters (8 the first year, 14 the fifth year); (3) Selection of
clusters in order of priority; (4) Staff; (5) Recommended electives,
allied supportive and exploratory courses (9 the first year, 15 the fifth
year); (6) Provision of guidance services; (7) Major facility changes;
(8) Additional costs; k9) Revenue; and (10) State reimbursement clusters.
The mission, goals and objective statements were formulated by the
teachers and administrative staff, initially under the leadership of a
few persons and since 1968 through the assistance of the CORE project.
CORE has provided released time and funds to allow teachers to develop
their new programs, workshops and inservice training through which new
ideas are examined, and prestige for career education as the central pur-
pose of education.
269
Within the program, the influence of particular individuals has
been one--if not the--decisive factor. Seven years ago the present
Assistant Superintendent for Secondary Education came to the District
coinciding with the first efforts at Springfield to give career education
greater emphasis, and has been one of the driving forces behind career
education in the Springfield schools ever since. The State Superinten-
dent of Public Instruction in Oregon, a member of the Executive Policy
and Planning Board of CORE and a former principal of Springfield High
School, has been one of the key persons responsible for the Springfield
program. The Dean of the College of Education at Oregon State University
has left his personal imprint on the Springfield career,education program
and at times has been a factor in its progress. Many others have made
great individual contributions as well.
Provisions for periodic review of the mission, goals, and objec-
tives are implicit in the Long Range Plan adopted ty the Springfield
School Board in 1971 covering the next five years. The CORE project
also has provisions for reviewing progress, and the Advisory Councils
attached to the program provide an additional reviewing function.
270
EDUCATIONAL PROGRAM
The intellectual base of Springfield's career education program
seems to be the Vocational Education Act of 1963, the Amendments of 1968,
and a considerable amount of the research generated both in Oregon and
nationally by th6qe Acts. An example of the research used is Oregon's
cluster system of vocational courses. There are many others, the most
conspicuous being the CORE project.
The methods and activities employed at each grade level run a
complete range of virtually every innovative as well as proven educa-
tional concept known. The variety is very evident, and this no doubt
constitutes one of the strengths of career education at Springfield;
nothing is static. The actual methods and activities at the elementary
level are described in considerable detail in the 154 page "Teacher
Guide for Career Awareness Process in the Elementary Schools." They are
described for a single junior high school in an equally large document
containing "descriptions and objeccives'of 90 separate courses," At the
high school level they are found in a large number of learning and instruc-
tional packages dealing with most skills and clusters taught.
The program at the elementary level is career awareness, its goal
being "to implement career awareness themes into all subject areas and
activities so that all students will understand the world of work and
relate their studies, their interests and their aptitudes to the occupa-
tional, avocational, citizen and family life roles." The objectives in
achieving this goal are written as behavioral objectives with suggested
271
activities for each. These are contained in the "Teacher's Guide" pre-
pared by the teachers and administrators in two of the elementary schools.
Implementation at the elementary level is limited, since this is
the planning year for these schools under the CORE project. However,
multiple courses are being developed in each subject at each grade from
which students may make selections. The programs are nongraded from
beginning to end, with students and teachers both moving from room to
room depending on their individual schedules, and include some hands-on
skill training experience and individualized spelling systems. All
teachers are encouraged to present all subjects with an occupational ori-
entation.
At the junior high school level the effects of the CORE project
are most evident, because here is where it began. The first year under
CORE was given to planning programs at the four junior high schools in
the Springfield district. in the second year planning was implemented
in the junior high schools and begun in the high schools. The third
year (1971-72) modification and refinement are under way in the junior
high schools, implementation of planning in the high schools, and plan-
ning begun in the elementary schools, Since CORE is a "process," not a
program, the goals and objectives developed through its assistance may
be different in different schools, and this is evident in the four
Springfield junior high Echools. Documents are available showing the
actual changes and developments in each school resulting from the plan-
ning and implementation under CORE.
At the junior high school level, implementation is well along and
includes a great variety of courses scheduled at nine-week intervals,
272
from which students select their programs; increased emphasis on indus-
trial arts (each school has added power mechanics to the curriculum, and
one school keeps the industrial arts shop open for the students one even-
ing each week); junior achievement type courses; learning packages in the
homemaking classes; field trips and resource people in the classrooms;
and Oregon's SUTOE (Self Understanding Through Occupational Education)
programs in the social studies classes.
The specific goals and objectives of Springfield's career educa-
tion at the high school level are the result of a longer period of devel-
opment than CORE alone, although in the past year CORE has produced a
number of changes and new developments. The g is and objectives for the
high school program are spelled out in the 1971 document, "Long Range Plan
for Career Education."
In the high schools,there is virtually complete integration of
academic and occupationally oriented education. Occupational cluster
packages are presented to most students in grades 9-12. Exploratory skill
training courses begin at the ninth grade and continue for students who
want them through grade 12. At the eleventh and twelfth grade levels
Oregon's occupatil cluster program in vocational education is offered
and constitutes a logical completion of several years of skill training
for many students. Both high schools offer seven of these same clusters:
accounting; clerical; construction; electrical; mechanics; metals; and
secretarial. In addition, one high school offers two others: marketing;
and food service. The other high school offers one additional cluster- -
agriculture and forestry. Cooperative work experience is available to
all students enrolled in cluster programs.
273
Guidance services are provided through eight counselors at the
elementary evel, some of whom work with teachers it the career orienta-
tion program. At the junior high level, there are four counselors as such,
and through the SUTOE program considerable guidance services are made
available. At the high school level,there are seven counselors plus two
work experience coordinators. A computer guidance program (OIAS -
Occupational Information Access System) is in use at all high schools
and junior high schools.
Placement of students in jobs or advanced vocational-technical and
professional training at the postsecondary level is a responsibility
publicly acknowledged by the Springfield school district in its 1971
Comprehensive Career Education Model. It is carried out by teachers,
counselors, and community organizations, agencies, and individuals.
Students' time allocated to career education at each grade segment
.at the present time, and the corresponding staff time are as follows:
Grade 1 - 6
Career awareness: presently 100% of the students in two elemen-
tary schools with a total enrollment of approximately 700 students. This
is equivalent to 13.5% of the elementary enrollment.
Grades 7 - 9
Career exploration: programs are operating in each junior high
school with aprroximately 90% of the students receiving instruction in
career education.
274
Grades 10 - 12
Career clusters: both senior high schools offer comprehensive
career education instruction. About 337 of the senior high students are
involved in identified career clusters for at least ten hours per week.
A much higher percentage are enrolled in one or more vocational or pre-
vocational courses. Approximately 207. of the seniors are involved in
cooperative work experience programs.
A few of the unique features of the career education program at
Springfield include elective courses and individualized instruction at
the elementary level; nine-week courses and cluster packages in SUTOE
at the junior high school level; individualized instruction; career
cluster programs with cooperative work experience, and resource periods
allowing students extra time to work in shops at the high school level.
In a very real sense, much of what is being done throughout the district
is unique, especially the programs and activities developed through the
CORE project.
275
ADMINISTRATION
Several years ago, the State of Oregon began developing the con-
cept of career clusters and this theme became very evident in the Spring-
field schools. Since 1968 when the Board of Education established career
education as its top priority, a multitude of activities, programs, and
strategies have been developed and have become policies of this School
Board. As a result of the Board's action, the Springfield schools were
considered by the U. S. Office of Education in the selection of the MODEL
I program.
The District has been on record in support of a total career edu-
cation program since 1971. This concept is being implemented with the
awareness phase in grades 1-6, exploratory in grades 7-9, and in-depth
skilled training in eight career clusters in grades 10-12.
- It is apparent..that the superintendent, his staff, and principals
and teachers in those schools where career education is being implemented,
support this program. For example, during the past year,special arrange-
ments were made with local banks to borrow $70,000 so that there would
be a complete revamping of equipment at both high schools as well as on
the junior high level. The good faith shown by the superintendent and
the hoard, as well as the local banks, is evidence of the support given
to career education.
The superintendent in the district is responsible for administer-
ing the entire program in conjunction with the board's policies. There
is an assistant superintendent in charge ri the vocational program, and
he is assisted by coordinators and supervisors who are responsible for
276
seeing that the program is carried out within the schools. The super-
intendent is in the process of reorganizing his staff and at this time,
the specifics of this reorganization have not been given to the board for
their consideration, but the reorganization is intended to be a further
step toward strengthening career education.
At the present time, the Assistant Superintendent for Secondary
Education has carried the main responsibility for implementing career
education, He has coordinated this work with the Assistant Superintendent
for Elementary Education and they, in turn, are aided by coordinators of
the CORE project, as well as other supervisors and coordinators with
responsibility in career education Under this particular administrative
setup,the district has made tremendous strides in the development of a
total career education program.
Springfield has a very fine document which describes their long-
range program for career education. The long-range program envisions the
addition of occupationally clustered curricula until 14 clusters are
implemented at the high school level. They have assigned priorities to
the clusters to be added, as well as priorities for staff considerations,
and each year will be making progress in this development, There is also
consideration for upgrading of guidance services as well as additional
facility changes. Just this past year, the school district was able to
make major progress by completing one new high school and by considerably
upgrading equipment in both high schools. Their long-range program also
includes continued progress in the junior high schools and further devel-
opment of the career awareness theme at the elementary level.
The district is compiling information from several different sources
in an effort to see how well they are achieving their goals. There was
277 ti
an extensive follow-up study made on the 1969 graduates; again in 1970
there was a follow-up on those students who were enrolled in the identi-
fied career clusters. Both sources of information are being used in
their evaluation of their program. On the elementary level, in refer-
ence to career awareness, they have administered both pre- and posttests
to all students in two project schools; these are also being used as
indicators of the progress they are making with this theme. In addition,
they are making extensive use of surveys within the staff,as well as
with parents,as another technique in evaluating their progress. From
all indications they are working diligently in evaluating the career
education program.
278
PROGRAM RESOURCES
Program resources which support the CORE career education "process"
include a five-man full time staff, continuous inservice training for
teachers and staff, a new high school, and community work stations for
actual work experiences in the clusters emphasized by the Springfield
program.
The unique feature of the CORE career education program stressed
by the program staff is the process of implementing an awareness, under-
standing and working knowledge of the relevance of life's roles; occupa-
tional,.citizen, family and avocational.
The CORE staff, teachers and parents participated in several
workshop sessions designed to implement the CORE process, School admini-
strators supported the inservice efforts by providing release time for
teachers so that teachers, parents and students could plan class activi-
ties. Substitute teachers were hired, classes were suspended for one
day and half-day periods, and schools were opened at night for parent
and local community involvement in the planning process. The results of
the released time for teachers produced several guides to be used by
teachers in the CORE program,
Local district workshops for staff and for teachers have emphasized
careers, life roins (occupational, citizen, family and avocational),
writing behavioral objectives and writing learning packages.
The CORE process philosophy is designed to "open the school and
its curriculum to public inspection" and to "make the school a part of
the community and the community a part of the school." These objectives
279
have been accomplished through the involvement of parents and community
members in the school and classroom planning process.
«
280
PROGRAM COMMUNITY INTERACTION
The career education program at Springfield is directly linked to
the family, business and industry, recreational and public interest activi-
ties through the emphasis upon life roles. The life roles emphasis in
the Springfield schools is briefly described as follows:
Because success in work contributes to success in all of life andlack of success in work contributes to problems in other aspectsof life, it is important that young people be prepared for work.One must also recognize that the person $Aho works also has afamily, is a citizen and should have leisure time activities.These all affect each other and deserve attention together.
The schools in Springfield have been "open" for inspection and
evaluation by the public. The general mission of the CORE project is to
"infuse a philosophy and develop a process whereby the educators, stu-
dents, parents and other community members are cooperatively involved in
a continuous evaluation and modification of the total school curriculum
with a focus on life roles."
Local administrators, teachers, students and community members
have been involved in planning and conducting the teaching-learning pro-
cess. Community members serve on advisory committees, participate as
resource persons in he classroom, and serve as project evaluators.
One unique feature'of the CORE program is the involvement of
administrators, teachers, students and community members in the teaching-
learning process. Administrators and teachers have been involved in the
development of gu4des to facilitate communicating the life roles contrast-
ing students and community members. Students have been involved in inter-
action groups ("C9RE on the campus") which provide a place whereby two-way
281
communications between students and between student and staff are stimu-
lated. Community members have been involved in advisory committees to
assist administrators and staff in planning and evaluating the teaching-
learning process.
282
EVALUATION
The Springfield School District has performed a number of proceSs
and product evaluations in order to assess the extent to which it has
achieved its goals. There have been follow-up studies of graduates in
1969 and 1970; a community survey to obtain information about how the
community assessed the program; an advisory committee's evaluation of its
involvement in the cluster programs; a comprehensive evaluation of the
C.O.R.E. program which analyzed teacher and student attitudes, curricular
changes, student dropouts, attendance; and an elementary career awareness
project evaluation; and several others.
The 1969 Graduate Follow-up Study of 256 students from the gradu-
ating classes of Springfield High School and Thurston High School was
conducted between eight and nine months after the 1968-69 school year.
The questionnaire focused on the graduates' assessment of the high school
counseling program, the manner in which they located a job, and their
current job status. These graduates indicated generally that they had
obtained little assistance from counselors, did not know what they
wanted to do when they were in the 12th grade and had received the most
useful Career counseling from friends, relatives and teachers.
The director of pupil personnel conducted a 1970 survey cf high
school graduates who participated in the cluster programs. The survey
obtained information on the graduates current occupation and their feel-
ings about the career education program.
The community survey collected information from the parents of
junior high school students enrolled in four different schools which had
283
implemented the career education program to varying degrees. The ques-
tionnaire asked these persons about their attitude toward career educa-
tion, their opinions of their children's attitude toward school, and
their opinion of their children's schools.
The advisory committee survey related primarily to the flow of
communications between the committee and the program staff. The survey,
in the form of a questionnaire, asked the advisory committee members to
indicate the number of times advice was requested and given, the nature
of the advice, their opinion of their awareness of the program, the
manner in which they receive information, etc.
The evaluation of Project C.O.R.E. was made in order to assess the
degree to which proposal objectives were achieved, to validate the expendi-
ture of project funds, and to determine implications for future program
development in the area of career education. To accomplish these goals,
evaluation teams were selected and sent to program schools to interview
persons involved in the program and to review school-developed documents,
plans, course content, survey instruments, program materials and test
results. The evaluation team made recommendations with regard to the
underlying philosophy of the program, the flow of communication among
persons implementing the program, inservice training, the continuity of
the program, the involvement of the community in the program, a revision
of the guidance and counseling program, etc.
The Elementary Career Awarness Project was to be evaluated in
three phases: an interim assessment by the building staff, an interim
assessment by an out-of-district team, and a final evaluation by an
out-of-district assessment team which would evaluate the entire K-12
284
program. Phse one concentrated on the appropriateness of each of the
objectives listed in the Teacher Guide and the extent to which these
objectives are being achieved. Phase two involved the out -of- district
assessment of the extent to which the proposed objectives have been
achieved, the effectiveness of the Teacher Guide, the level of staff
involvement and commitment to career awareness, the availability and
use of resource materials and an assessment of the program administration
and coordination. Phase three was intended to be a summative evaluati3n
of the entire program including the elementary career awareness project.
285
Contact person:
CONTACT PERSON AND VISITATION TIMES
Mr. William E. LewellenSuperintendent525 Mill StreetSpringfield, Oregon 97499(503) 747-3331
Visitation times: Please contact Mr. Lewellenat least two weeks in advance
TOLEDO PUBLIC SCHOOLSToledo, Ohio
Documentation of Career Education Program
Site Team
Lillian Buckingham, LeaderCecil H. Johnson, Jr.
Phillip E. PowellMollie W. Shook
287
INTRODUCTION
There are 65 elementary schools and 14 senior high'schools in the
Toledo Public School system. Included in the 14 senior highs are three
vocational schools, a horticulture center, and a rehabilitation center.
Total enrollment in the Toledo system is 62,746.
Toledo's career education program is in operation in Sherman Ele-
mentary School, with 220 pupils, and McTigue Junior High School with 1425
pupils, in which 100% of the students and the entire education staff are
involved. Calvin Woodward Senior High School, with 2600 students, is
also in the program although participation in this school is not yet
100%.
Prior to 1970, the concept of career education as it is now being
formulated was not a part of the program of the Toledo Public Schools.
However, during the past five,years, vocational education in Toledo had
been expanding rapidly. Vocational education was included in all high
schools and the emphasis was primarily on providing students with skills
for employment after high school. This expansion served as the motiva-
tienal basis on which to build the career education program.
The original proposal waLi designed at the request of the Ohio State
Department of Education, Vocational Education Division. Career Education
was assigned to the Executive Director of the Department of Vocational,
Industrial and Adult Education directly responsible to the Assistant
Superintendent.
288
GOALS AND OP2ECIIVES
The pre.ailfng philosophy for the school system is stated in the
Study to: the 70's Pro ram Profiles.
We belie.e the public schools furdamentallv should serve,fully and equal.-y. all the children of all the people.
We believe that the first responsitility of our publicschools is education.
We nelieve, consequently. that the purpose of education is thecreation of an enlightened, intelligent and effective foundationfor citizenship.in our own democracy and in the increasinglyintimate world and universe.
We believe that democracy as an ideal and as a working realitythus depends upon a literate and informed citizenry. To guaran-tee the healthy growth of that democracy, every child must beeducated in the basic skills of learning, evaluation and communi-cating.
We believe in the inherent worth and human dignity of eachindividual whether normal, handicapped or talented, and in hisright capacity for physical, intellectual, emotional, social andspiritual growth to the extent of his abilities and interests.
We believe that economic democracy depends heavily on economicliteracy, a product of education.
We believe we should educate children to understard that therights and privileyei of their citizenship rest above all ontheir informed acceptance of their duties and responsibilitiesas citizens of the commulity, the state, of the nation, andof the world.
We believe that schools must be constantly alert and thought-fully responsive to significant changes in cultures and technicaldevelopments that call toi adjustments in broad outlook, curricu-lum, and teaching method-.
We believe there shoutl be well-plarned research and intelli-gent experimentation with and use of new information in education.
We "oelieve, finally, that schools share certain responsibili-ties with the community, church and home in guiding and counsel-ing pupils, and that we share in the functions of the community,church and home in the spir:taal and moral development of thesepupils.
Throughout the sehool preoams, the on-site team saw evidence of
this child-centered philosophy.
289
Goals have Leen stated for each component of the Career Education
Program The "World of Work" program is designed to inculcate in ele-
mentary school children favorable attitudes toward work, and to provide
in general, an overall exposure to, and experiences with the working
world At the junior high level (grades 7 & 81, the primary goal of
career orientation is to acquaint students further with the world of
work and broad families of occupations The ultimate goal is to help a
student understand the importance of his education, and discovering
this, increase his dedication to that education, thereby returning to
the student what is his nature--the responsibility for learning. In the
Career Exploratory phase, grades 9 and 10, the goal-is to prepare youth
to make decisions wisely for their next decision steps In grades 11
and 12, the program objectives are to study intensively a few occupa-
tions of the student's choice, to develop an awareness of the importance
of respect and cooperation when working with others, to help develop
flexibility in adjusting to the work-world, and to develop realistic
attitudes and appraisals for the occupations in which the student is
interested,
Objectives
The basic objectives for the three stages of Career Education are:
K-6--World of Work--(Career Awareness).
1. Encourage wholesome attitudes towards all fields of work.
2- Motivate children to want to participate in the world of work.
3 Help the child develop an awareness of himself as a worth-
while individual-
4- Increase the students' awareness of the many occupations
available to them
9'
5. Help develop an awareness of the interdependence of workers.
6, Help students understand the role of the school in preparing
for a career,
Grades 7-8--Career Orientation Program.
1. Help students start the transition from fantasy to final
occupational choices,
2. Give students the opportunity to communicate with workers as
they function in their jobs,
3. Teach students to appreciate the work world and to want to
become a part of it
Grade; 9- 10-- Career Exploration Program.
1. Identify the career needs of students.
2. Develop the student's knowledge of the world of work.
3. Aid pupils in understanding their abilities and interests in
the job world.
4. Develop guidelines for the supporting staff to supplement
regular curriculum.
5. Integrate career exploration into the regular curriculum.
6. Acquaint pupils with career opportunities in the world of
work in and around Toledo,
7. Help students to prepare themselves better in making a
career choice,
8. Involve and inform parents Of the career development concept.
The formulation of the mission, goals and objectives for Toledo's
Career Education Program was undertaken as a joint effort with the in-
volvement of administrators, faculty, and staff from the school system.
291
A committee made up of grade-level teachers, coordinators, and guidance
staff helped develop goals, which served as inputs to the final set of
goals developed by the administrative staff. Additionally, the University
of Toledo conducted a 2ummer school at McTigue School at which time the
teachers, along with setting up guidelines for classroom activities,
developed some objectives for career orientation programs.
292
EDUCATIONAL PROGRAM
In the Toledo School System, career education is viewed as a
variety of means and experiences through which the individual may develop
as he faces both current decisions and those he will meet in his future.
The educational program has been designed to try to provide these expe-
riences. The progression within the program is from the awareness stage
at the elementary level, through career orientation in the middle grades,
and into career exploration in the upper grades.
Elementary Program
At the elementary level (K-6), the "World of Work" props:it pro-
vides the opportunity for children to look at themselves and the world
around them, provides a general exposure to, and experience with, the
working world, and helps to develop a favorable attitude toward work.
In the lower elementary grades, the emphasis is on the development of a
positive self-concept through the .-loortunity to view and learn desirable
traits. The student should learn to see the family, the school, and the
community as part of the work-world and should learn to value the dignity
of work and recognize the importance and interdependence of all types of
work and skills. The upper elementary experiences are designed to add to
those presented in the earlier grades and to present students with the
opportunity to learn about job opportunities on a global basis and to
discover the interdependence and contribution of all workers to the wel-
fare of the community.
293
At this K-6 level, the "World of Work" program is incorporated
directly into the academic curriculum. Each teacher makes his own plan
providing a minimum of 270 hours (135 at the Kindergarten level) to
give children exposure to and experience with the work-world. The in-
troduction is gradual in order to develop the children's skills and under-
standing. Carefully selected tc L, pamphlets, films, audio and
video tapes, games, and filmstrips are used to supplement regular class-
room instruction. The program also includes field trips, visiting speak-
ers, and effective and realistic hands-on experience.
The services of parents and community members are enlisted for the
program in helping to identify people and their roles in the working
world. Regular inservice meetings are held to help teachers study, make
plans, and share ideas for the program's operation. At each grade level,
teachers meet to make cooperative long-range plans for field trips. mate-
rials, equipment and projects.
Middle Grades Program
The junior high school portion of the program (grades 7 and 13),
"Orientation to the World of Work," is designed to acquaint students fur-
ther with the world of work and introduce them to the broad families of
occupations. Through a variety of activities, youth are afforded the
opportunity to communicate with the working person, to begin the transi-
tion between fantasy and final occupational choice, to develop an appreci-
ation for the work-world and a desire to participate in it, and to develop
the interest in becoming a productive citizen contributing to the commu-
nity.
In the orientation pl-ase, career exposure is implemented in the
academic curriculum at eJch vade level The program in the McTigue
Junior High School is set up on a "blocked" basis using a trimester
period in order to allow fot a series of career days or career weeks,
The last two weeks of each tr:mester are devoted to career orientation
with the first week used for preparation and the second specified as a
"career week" involving the entire school in career study- The program
uses visitations to work sites, resource persons whc are invited into
the school, parents and comunity leaders, demonstrations, laboratory
activities, discussion groups, projects, displays, hands-on activities,
and books, pamphets, and films 'this variety provides each student with
a broad spectrum of experiences
Upper Grades
The career exploration phase undertaken in grades 9 and 10 pro-
vides exploratory experiences for those students who are not in an
organized vocational program This phase is designed to help the stu-
dnet make the decision to enter either job training or higher education
training in grades 11 and 12
In the exploratory phase, each student takes five school subjects
yearly and has six hours of class time each quarter devoted to career
exploration- Over the period of two years, each student is exposed to
t_tn subject area clusters ere are opportunities to hear workers
describe their own occupations, participate in projects, research various
occupations, join career clubs, and engage in discussion groups, Films,
tapes, books, and pamphlets of several varieties are also available for
?_95
use in the program. In the 10th grade, each student should have at
least two job experiences of his first and second choice in order to
provide on-the-job exposure,
The career exploration phase takes an integrated approach to the
curriculum, linking career-related experiences with the subject matter in
grades nine and ten. This approach allows the individual teacher to in-
tegrate the career-related materials into the context of the curriculum
at the most effective time. The career coordinator and the instructor
cooperate in trying to match career clusters and subject matter areas
for the best possible fit. The coordinator and a planning committee com-
prised of teachers, guidance counselors and administrators have the
responsibility for developing a list of careers and indicating their
relationships to subject matter areas. Within a two-year period, each
student has the opportunity to explore all the clustered areas.
Guidance
One of the basic objectives in the Career Education Program is to
increase career counseling and group guidance activities. A guidance
component is built into the program. The Assistant Principal of Cur-
riculum Development and the Career Coordinator, both certified counselors,
provide increased services to students and teachers in the area of
career guidance, counseling, and information. The administration and
interpretation of the Kuder Preference Record Vocational Form and/or the
Ohio Vocational Interest Survey is provided to all 8th grade students and
is an integral part of guidance services to assist students in prepara-
tion for high school. The counselors work closely with the coordinator
so that the program meets the needs of the students,
296
Each 8th grade student participates in a special career exposure
and guidance period for one class, period per day for a twelve-week period
during the school year. A personal guidance course for girls stresses
homemaking skills that can be used to obtain employment as well as lead
to a rewarding personal life. A Career Guidance Institute under the
co-auspices of the school system and the National Alliance of Businessmen
helps improve and expand the career guidance provided by the schools to
economically disadvantaged in-school youth.
In the 10th grade, the career coordinator, in cooperation with
the National Alliance of Businessmen, places 10th grade students in jobs
as part of the exploration phase. In specialized programs such as Occu-
pational Work Experience, half day in school and on the job, and the Pre-
Employment Program, the coordinator is responsible for the referral and
placement of students in jobs.
The long-range objective of the schools is the placement of every
child in a job. At the present time, there are four placement officers
in four high schools to help graduates locate employment.
Program Features
There are a number of special features attached to each segment
of the Career Education Program. Many of these are listed below:
K-6. Hands-on experiences such as planting trees and flowers in
a school yard while studying landscaping in science, making and market-
ing various craft items; idea units as an outgrowth of teachers inservice
meetings; and an Occupational Work Adjustment program for over-age boys
in elementary school who have not done well in school and who are
potential dropouts.
297
Junior High 7-8. A Career Film Guide; Getting It Together--a
structured TV series on 10 career oriented units, along with a teacher's
manual; a trimester approach to career orientation on a school-wide
basis; an Activities Manual for each subject area with objectives listed,
materials suggested for use; a program folder of appreciation sent to
each participant for the Career Orientation Program; and a special career
exposure and guidance program for, each 8th grade student; and a poster
contest in connection with the American Vocational Association week in
February.
High School 9-10. Elimination of study halls with students elect-
ing vocational interest classes; placement of each sophomore on et least
two jobs of his choice; the adoption of a cchool by a local business
firm; and grass-roots involvement in program design and implementation.
298
J
ADMINISTRATION
There is no written evidence of the school board's adoption of
policies to incorporate career education into the fabric of the school
program. However, there is open receptiveness to the concept of Career
Education. Reports on the programs and service areas that include per-
sonnel involved, facilities, existing applicable standams for program
operation, the current status of the program, and staff recommendations
for short- and long-range needs are regularly provided to the school
board.
Since the Superintendent is extremely interested in having the
best career education program possible, the administration has sup-
ported the program. The Execrtive Director of Vocational Industrial
and Adult Education has been charged with the responsibility for the
project's administration. One individual was appointed to manage the
career education in each of the three schools wnere it is in operation.
Teachers are encouraged to work creatively and are given rather broad
latitude to integrate the concept into their teaching. Specified time
to be allotted to career edUcation both for students and teachers is
delineated. A cooperative inservice program between McTigue School
and the University of Toledo has been encouraged and implemented.
At each of the three schools,a career coordinator has been assigned
to coordinate and administer the career education program. The coordi-
nator works closely with the instructors and students, and serves as
liaison between school and community. A part-time clerk has been assigned
to help each career coordinator.
299
The career coordinators are responsible for proper utilization of
funds, conducting periodic reviews of research-related literature, visit-
ing on-going career programs to determine new approaches, techniques, and
materials that might be incorporated into the program, designing evaluation
forms in conjunction with representatives from the school staff and admini-
strative units, selecting and/or arranging for field trips or speakers,
and helping teachers by preparing and distributing materials to be inte-
grated into regular class curriculum.
In grades 9 and 10, the coordinator works with the business com-
munity to provide actual on-the-job exposure for 10th-grade students
involved in the program.
The instructional staff 'approach the objectives of the program by
various means: speakers, field trips, hands-on experiences, materials,
and a variety of audio-visual equipment. They participate in committee
work, attend inservice classes throughout the school year, prepare stu-
dents for the field trips and post-trip activities, provide appropri-
ate hands-on experiences, and participate in test administration of the
9th grade.
To help youth with future scheduling as well as determining their
interests, all 9th-grade students have been given the 1971 Ohio Voca-
tional Interest Survey. Plans are also being made to incorporate into
the program some type of aptitude test which will aid youth in their
planning.
A new vocational rehabilitation center, Jefferson Center, will
open February, 1972, with three phases of programming (Vocational evalua-
tion and personal adjustment, vocational skill training, placement and
300
on-the-job support). This facility tall serve approximately 400 boys and
girls, 15-20 years of age.
A skill center consisting of ten skill areas will be set up in one
of the high schools to be in operation in 1973.
The industrial arts department is presently engaged in research
and evaluation of new curriculum in industrial arts and career education
which will enable instructors to reach and maintain a level of relevancy
with today's technology.
All materials printed and distributed both in school and through-
out the community stress process evaluation of the program. All who have
been affected in any way by the program are involved in determining the
value of the program. The program has built-in provisions for long- and
short-term evaluations. Students, parents, and teachers are invited to
evaluate the program at the end of each career week. Prepared question-
naires are circulated among participants from the business and laboring
community. Personal evaluations are sought from parents, students, and
teachers about recommended changes. Counselors who are working with stu-
dents in these programs report on their ability to set more realistic
goals and course objectives. Teachers and advisory committees meet to
determine outcomes.
301
PROGRAM RESOURCES
Personnel for the Career Education Program are staff who are
selected because of their interests, capacity for leadership and special-
ized training. Staff for the program inc,udet a project administrator,
a career program coordinator assigned to e-ch of the three schools, and
part-time clerical assistants assigned to the c'ordinators. Teachers,
administrators, and counselors work cooperatively with the career coordi-
nators.
Inservice Training
A variety of inservice training has been instituted in order to
make career education meaningful to the staffs in the three schools.
During the summer of 1970-1971, a university credit course on career
orientation in the middle school was conducted at McTigue by the Univer-
sity of Toledo to meet the needs of teachers and students at McTigue.
The entire faculty met in the summer of 1970-1971 in department
meetings to discuss areas of concern and to study what adjustments would
be necessary. Department representatives were selected for a one-week
workshop with the Career Orientation Counselor to prepare materials to
be published and distributed to teachers for integration of curriculum
into regular class instruction.
Teachers of respective grade levels meet periodically to make
long-range plans for field trips, job models, equipment, materials, and
302
projects. Also, a representative committee consisting of ,.ae teacher
from each grade level meets weekly to plan, discuss, and share ideas.
A supplemental inservice program is provided for interested
faculty in Woodward High School two days a week for 90 minutes after
scnool for approximately six weeks.
Physical Resources
The physical resources provided for the career education program
are varied and extensive. Diverse visual aids equipment, an Occupational
Educational Library (usually converted from the largest classroom), a
printed Film Guide, Idea Units for teachers in all areas, films, film-
strips, TV projectors, sewing machine, laminator, 8000 pieces of free
literature, 1000 film records, and one 12-passenger van to transport
small groups of students to job locations have been provided as resources
for the program.
Community Resources
The community is constantly informed of the Toledo Public School
System's career education through extensive public information activi-
ties and through membership on various advisory committees.
Surveys are prepared and sent to the various community leaders for
opinions relative to career education. They also serve as speakers during
career days and visits to classes.
Business, industry, government and community organizations arrange
for visitations by classes, in order to inform students and teachers
about people and their responsibilities and duties while at work. Various
employers also work cooperatively with coordinators to provide varying
303
types of work experiences and job sites for students in the many programs
(0.W.E., 0.W.A., PEP, etc.).
There is close cooperation with the Ohio State Department of Edu-
cation and the University of Toledo.
The administration is interested in expanding the program so that
all schools and all students may be involved. However, it is also aware
that funds must be made available before they can move forward. They
want to improve the Job Readiness Program, to expand offerings to fit the
needs of all youth, provide more space in order to promote career educa-
tion, hire additional coordinators, expand placement to help all youth
at all levels of accomplishments. But, the actual implementation of
these plans is dependent on continued and/or additional funding.
304
PROGRAM-COMMUNITY INTERACTION
Parents of students in the project schools have been involved in
the programs,through the distribution of questionnaires and their par-
ticipation in the program.
A Community Advisory Committee made up of representatives from the
Chamber. of Commerce, leading industries, labor organizations, University
of Toledo, community organizations, and citizens responds to called
meetings.
In addition, advisory committees are set up for the variety of
programs at the various schools. A publication "Operation Success" is
issued periodically to the community.
In McTigue, a file of the family and their occupations is main-
tained so that they may be invited to be resource participants when
speakers are a part of the planned program.
The National Alliance of Businessmen is constantly working with
Toledo schools to help youth to prepare better for the work-world; their
latest effort is the adoption of Woodward High School by the Dana Corpo-
ration.
There is no overall coordinator to mesh these various community
resources into career education. Personnel from each school must con-
tact family, businesses and industries at the time they are needed for
the program.
Parents, civic organizations, business and industry are sounding
boards and evaluators of the goals determined by the schools. There is
305
cooperative support of the Chamber of Commerce. Speakers evaluate and
are evaluated for their part in the programs and give recommendations.
Field trips are arranged and provided for by tae local businesses.
Businessmen provide various types of on-the-jo., experiences for the stu-
dents of different achi:ements and grade le%els. Parents serve as
speakers and hostesses for career day meetinLs and guides. The community
at large is kept informed of the program and asked to share in diverse
ways.
Toledo Schools has a unique approach in informing the community
of its Career Education Program in the publication "Operation Success."
The National Alliance of Businessmen publish pamphlets that are
linked closely to the Toledo career education programs.
Yearly, the Chamber of Commerce arranges for all teachers to tour
business and industry as a means of orienting teachers to the non-
teacher's working world.
Throughout the on-site visit, the team saw evidence of an effort
on the part of the teaching staff, the school administration, business,
industry, and the general community to develop a flexible and meaningful
career education program which would become available for all Toledo
youth.
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EVALUATION
The evaluation of the career education program in Toledo con-
sisted of a 16-page teacher questionnaire. This questionnaire asked the
teachers to evaluate the program in general, as well as the specific
processes (e.g., field trips, guest speakers, etc.) of the program which
involved the teacher. The teacher indicated satisfaction with all the
career education activities which had occurred in the classrooms.
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t
BUDGET
1972-1973K-10 including 13 schools K-8, 1 high school 9-10
1. Salary and fees for regular and consultant personnel $109,480.00
2. Employee benefits 19,496.00
3. Travel for regular and consultant personnel 27,450.00
4. Supplies and materials 50,703.00
5. Communications, postage, telephone, etc 10,350.00
6. Services including duplication and reproduction,statistical, testing and other 3,450.00
7. Final report--indirect costs and evaluation ofprogram 12,505.00
8. Equipment 5,000.00
9. Other - inservice 37,701.00
TOTAL $276,135.00
CONTACT PERSON AND VISITATION TIMES
Contact person: Mr. R. T. Scherer, ExecutiveDirector
Vocational, Industrial andAdult Education
Toledo Board of EducationManhattan and ElmToledo, Ohio 43608(419) 729-5111
Visitation times: Please contact Mr. Schererat least two weeks in advance
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